Analysis based on the theory of situational teaching method in the ancient poetry reading On Teachin.docx

Analysis based on the theory of situational teaching method in the ancient poetry reading On Teachin.docx

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AnalysisbasedonthetheoryofsituationalteachingmethodintheancientpoetryreadingOnTeachin

AnalysisbasedonthetheoryofsituationalteachingmethodintheancientpoetryreadingOnTeaching

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readingpoetryandliteratureteachingoverallperceptionofthesituationAbstract:

Aswiththebirthoflanguageeducationandtraditionalteachingmethods,readingpoetryandliteraturehasbeenthemostcommonlyusedmethodofteaching,butbecauseofitsconceptofancienttimeshasgonethroughalongdevelopmentprocess,connotationanddenotationisnotcleartomanyteachersintheuseofcertaindegreeofbias.Trythismodernsituationofteachingfromtheperspectiveofthetheorytodescribethetraditionalmethodofreadingforlanguageteaching,especiallyteachingtheimportanceofpoetryandliterature,summeduptheteacherswhilereadingandmusicreadingbothFankindsofspecificmethodstocreateacontextofreading,expectationsforteachingpracticetobringalittleinspiration.

FivethousandyearsofChinesecivilizationhasalonghistory,numerouswell-knowncastofexcellentpoems.Howtheseethnicandculturalenrichmentofthespiritofpoetryandliteraturetobetterpromoteandinheritance,hasalwaysbeenasecondaryschoollanguageteaching‘key.’However,lookatourcurrentpoetryandliteratureteaching,butinaveryawkwardposition-teachersadheretothe‘implementeveryword,everywordclear’theprincipleoftheancientpoemsdisassembled,toomuchemphasisonasinglewordofexplanation,butcontemptforthewholearticleandappreciatethesentiment,thestudentsonlytheinculcationofpassiveacceptanceofteachers,lackofproperlearninginterestandmotivationtolearnnotonlyinefficientbutalsogoesagainsttheoriginalgoalsofeducation.Asaresult,anewroundofcurriculumreforminMoreandmoreexpertsandscholarsandfront-lineteachersonhowtoeffectivelyteachingpoetryandliteratureonthisissuebegantolooktowardthe‘reading’thetraditionalmethodsoflanguageeducation.

However,atpresentmostofthescholarsisthat‘readingisbasedonthe‘read’andiscommittedto‘enlightenment’teachingmethods,’butthereisnospecificuniform,precisedefinition.Intheauthor’spointofview,though,asthetraditionalreadingofChineseLanguageEducationmethod,butitreflectsthemoderncontextofteachingphilosophyofeducation-itisto‘read’asawaytocreateanatmospheretomatchthestudentsbecauseoftheirenvironmentandreducethebackgroundofthedifferencesbetweenpoetryandliteraturehaveasenseofalienation,andbypositiveself-associationandimagination,tobuildanemotionalexperience,inordertoachieveunderstandingoftheemotionalmeaningofthetextandunderstandtheauthor’spurpose.Thereadingspecificallyhowtocreatesituationsforteaching,itisnecessarytostarttalkingaboutthetheoryofteachingscenarios.

First,thedefinitionofteachingscenariosSituationalapproachisintheteachingprocess,teacherspurposefullyintroducedorcreateacertainmoodcolorstovividandspecificasthemainimageofthescene,causingthestudentstoexperienceacertainattitudetohelpstudentsunderstandthematerial,andtostudentspsychologicalfunctioncanbedevelopedteachingmethods.situationthatisthecase,theenvironment,fromtheoutside,scenery,eventsandcharacterrelationshipsandotherfactorsconstituteaspecificsituation.Thissituationnotonlywiththetimefactor,butalsothespacefactor,bothincludeobjectivefactors,butalsoimpliedsubjectivefactors.

Situationsrelatedtoteachingfromconstructivistteachingtheorythatlearningisaconstructivistsense-makingprocess,isitaninterpretationoftheobjectiveworld,assumptionsorhypotheses,ratherthanthefinalanswerquestions.AlthoughalotofknowledgethroughpeopleTheorderbecomessystematic,objective,canbedescribed,someofitsexternalformhasalsobeenmoregenerallyrecognized,butdifferentlearnersordifferentexperiencebasedonbackgroundknowledgetoconstructtheirownunderstandingofthat,thisunderstandingdependsontheparticularcontextoflearningactivities.Thus,basedonknowledgeissituational,individualcharacteristicsofthisview,in1989,Brown（JSBrown,andothersmadeanddefines‘situationallearning’（situatedlearningconcept,Theybelievethat‘situationthroughactivitiestosynthesizeknowledge,’thatknowledgeiscontext-oriented,andtosomeextentitisappliedtooneoftheactivities,theproductofbackgroundandculture,whichrequiresteachersinteachingasthecreationofrealorclosetotherealwealthoflearningresourceswithlearningenvironment,providingintuitive,vividimageoftheeffectiveassociationtostimulatestudentstofullymobilizetheenthusiasmofthestudents.

Second,thereading-aneffectivewaytocreatesituationsWhypoetryandliteratureteachingshouldbeencouragedtoread?

Thegoodoldsaying:

‘ThreeHundredTangPoemsfamiliar,doesnotwritepoetry.’‘Readingbreakrolls,gettingaGod.’‘Chancetoreadahundredtimes,itsmeaningis‘aprofoundreflectionofreadingsuchwordsinthelanguagesense,theaccumulationofmaterialandtheoverallperceptionofthelanguagetounderstandthetextcontentofthreeimportantaspects,fromtheperspectiveofthatcontext,readingthroughthesoundwaytoallowstudentsexposuretosomeofthelanguagesituations,theuseoflanguageitselfandtheimageofvividlanguageenvironmenttobeinfectedandmoldtogainlanguageexperience,stimulatelanguageemotion,understandingthelanguageofaestheticsignificance.whichareinlinewiththe‘NewCurriculum’in‘somepoetryshouldrequirestudentstoread,inordertofacilitatetheaccumulationofexperience,todevelopasenseoflanguage‘requirements.

（Astudyonthelanguageofthelaw,thereadingculturethroughthelanguagetocreateasenseofcontextAccordingtoourexperienceoflanguageacquisitioninchildhood,thebestwaytolearnalanguageisinthisenvironment,influencedbytheconstantlyheard,naturallylearn,namely,languagelearningfromlistening,tostartcreatingsituationsthatfosterasenseoflanguage,poetryandliteraturearethesame.

Wearetalkingaboutpoetryandliteratureandpoetry,classicalmusic,includingtwoparts.Classical,basedonthepre-QinChinese-basedprocessingofwrittenlanguagethroughthebody,butbecauseinthelasttwothousandyearshistory,ithasbeeninalltimesanddivorcedfromthespokenlanguagestate,notonlydidnotlearnclassicalmodernenvironment,istheeraofancientQinandHandynastiesoftheproblemsfacedwiththedifficultyoftoldusthatthereisnosubstantialdifference,asMr.WangLitosay:

‘WenowbeforetheQingDynastytoimitatetheclassical,justlikeHanorThreeKingdomsbyLuoGuanzhongimitateclassicaltimesasdifficult.‘andreadthepsychologicalperspectivethatreadingcomprehensionofwrittenlanguagetherearetwochannels-visualandauditorychannelchannelvisualchannel,thevisualrepresentationoftextasanintermediarytomeaning,thatword-meaning,auditorychannels,arrivedviavoicetranscriptionmeaningthattext-voice-meaningChoosewhichoftheroadsareoftenassociatedwithreadingmaterials,readinglevelandmissionrequirementsrelated.themoredifficultreadingmaterial,readinglowlevelofmaterialandotherfactorstorememberaretoenablereaderstoselectthevoicechannel,auditorychannelthatsoMr.GuoShaoyuitsaid:

‘literarydialecttolearnthelanguageover（referredtoas’classical‘citedby,isequaltolearninganotherlanguage,sotherequirementscanbeusedinwriting,onlyreadinglikeaparrot-likefromthestart....Thefartherawayfromthespokenlanguage,thenthemoreneedtolearnthemethodsofreading.‘Thegoalistocreateaclassicallanguageofcommunicationenvironment,readmorecontactbywayofclassicalmaterials,strengthenheardtwotraining,increasetheclassicalperceptions.

Forsecondaryteachingpoetryinthesong,mostofthemfromtheancientsongs,althoughitwaslatertobecomeindependentfromtheliterarystyleofmusic,butsingingtogivethesentenceneatlytogetherinthetemperamentoftheverbalformwasretained,generallypayattentiontowordsconcise,harmonyandrhyme,soquicktopronounce.Thisparticularcombinationoflanguageanditscombinationwiththeemotionalcharacteristicsofthepoet,decidedonlybythereadercanappreciatetheirmusicandreading,andthusrealizethepoet’semotionalandspiritualessenceofcharm.Sharethefreepaperdownload

（twotermsonthecharacteristicsofancientpoetryandprose,readingthroughthetextcontentofthesoundin-depthunderstandingofChinesehasauniqueformofsoundwords,whichusenaturalthingslikehearingthesoundofthesymbolcanrefertotheformtorefertoobjects,makingaparticularsound,rhyme,toneandcolorofthecorrespondingemotioninaparticularcontexthasacorrespondingresistanceduetothesoundofthisChinesewordmeaningdirectfunctionofthetable,peopleintheprocessofreadingChinesetext,aloneinthereadingofthesewordswhenphonologicalfeatures,notonlyforthefulltextorindividualstatementoftheoverallgraspoftheemotionalflavor,andthiskindofexperiencetheprofoundandreal,emotionalshocktothereader,itisgenerallyasimpleinstructioncannotmatch.

Sopayattentiontotheancients,‘Motherinordertomeaning’approachis,toperceiveistoformwordssoundtheway,asmuchastheoriginalauthorwhenwritingthereal-lifesituation,throughpersonalexperienceandrealizesthesentimentunderstandingthete