Keywords: inquiry teaching; Foreign poetry; High school Chinese
[China Library Classification Number]: G633.33 [Document Identification Number]: A
[ArticleNo.]:1002-2139 (2012)-16-00-0/
Poetry is an excellent crystallization of human language and culture, which reflects different language and cultural characteristics, literary traditions and aesthetic tastes of different countries. Poetry reading is of great significance to the cultivation of students' humanistic quality. However, in fact, the teaching of foreign poetry in China in middle and high schools has been neglected. When studying foreign poetry, most students often can't understand the beauty of foreign poetry, so it is difficult to study it in depth, let alone cultivate interest. Therefore, it is particularly important to improve the teaching methods of Chinese foreign poems in senior high schools and improve the teaching effect.
First of all, from the questionnaire survey to see the problems existing in the teaching of foreign poetry in high school Chinese.
The author conducted a questionnaire survey among 65,438,000 senior one students in Xi Gaoxin No.1 Middle School. The contents of the survey mainly include learning content, learning interest, learning purpose, learning time, learning method and learning effect. The survey results show that more than 95% students realize that learning foreign poems can improve their humanistic quality, improve their appreciation of literary works, increase their knowledge and broaden their horizons. In terms of study time, 75% of the students mainly study foreign poetry in the classroom teaching of foreign poetry units, while 65,438+09% of the students study in the self-study time. In terms of learning content, only 6% students are willing to take time out to learn foreign poems outside the textbook. Judging from students' interest in learning, only 9% students like foreign poetry very much, 56% students like it, and only 8% students don't like it. More than 46% students think that the learning effect is not good, 2 1% students don't care about the effect of foreign poetry, and only 14% students think that the learning effect is obvious. According to the interview, most students who think that the learning effect is obvious will search for relevant information before and after class to study, or communicate with their classmates to discuss the problems encountered in the course.
Second, high school China foreign poetry teaching problems.
In view of the problems shown in the survey, such as students' low interest in learning, single learning method, lack of communication with each other, unwillingness to spend time on learning, and poor learning effect, the main reasons are as follows:
The first is the translation of foreign poems. Since poetry is the essence of cultures in various countries, poetry translation has always been a difficult point in translation, and it is even more difficult to achieve "faithfulness and elegance" in foreign poetry translation. Although the translators who translate foreign poems in our textbooks are excellent, the translated works are difficult to completely match the original works, thus forming a kind of "Pidgin English-style" foreign poems. This makes it difficult for teachers to lead students to learn this course, which hinders students from having fun in the dialogue with poetry, and then cultivates their interest in learning.
Secondly, the reasons of students. There are great differences in poetic forms and aesthetic styles between foreign poems and China traditional poems. For example, China's poems pay attention to lyricism, while foreign poems pay attention to narration. China's poems are short and pithy, and there are countless foreign poems. China's poems are subtle and graceful, foreign poems are straightforward and so on. The difference between the two can broaden students' horizons to a great extent, but reading at first brings students a sense of strangeness and discomfort. "Inherent psychological set and aesthetic habits affect students' reading and acceptance of the text. " 1
Finally, there are reasons at the teacher level. There is a sense of strangeness between foreign poetry and students, so teachers who live in the same foreign culture as students will inevitably feel distant from foreign poetry. Due to the differences in the times, regions and cultural habits of most foreign writers selected in the textbooks, there are more or less obstacles in appreciating their works, and teaching needs to be combined with the current context, which undoubtedly further expands this distance. In the interview with 20 teachers, we found that most teachers are not interested in appreciating foreign poems, and most of them take a point-to-point attitude when teaching foreign poems. Some people even think that these works selected from textbooks can't give students a glimpse of foreign poems, and it is even more difficult to cultivate students' interest in reading and learning, and they can leave at any time.
Thirdly, the application of inquiry teaching in foreign poetry teaching in senior high schools.
1, in-depth analysis of poetry, explore the means of expression
There are many ways to express Chinese and foreign poems, such as metaphor, association, contrast, metaphor, analogy, exaggeration, subterfuge, using allusions and so on. Generally, students and teachers don't know much about foreign poetry, especially as a key means of expression to understand foreign poetry. However, every foreign poem in senior high school Chinese textbooks has its own unique expression. In view of this situation, we should guide students to explore these expressions in the teaching process, analyze poetry more deeply and deepen students' understanding of poetry.
Symbol means borrowing something with a specific image to imply a specific person or thing to express sincere feelings and profound implications. The performance effects of symbols are: profound implication, rich association, thought-provoking and giving people a feeling of endless artistic conception; It can give people a concise and vivid sense of reality and express sincere feelings. For example, Shelley used symbolism in ode to the west wind. This poem has always been centered on the west wind, and there is no language related to politics or revolution, whether it is scenery writing or lyric. But after studying this poem, we can deeply understand that Shelley praised the revolution by praising the west wind. West wind, residual leaves, seeds, floating clouds, thunder and lightning in heavy rain, waves, undersea flowers and trees, etc. Everything in the poem contains profound meanings. The scenery of nature is a symbolic reflection of the booming revolutionary struggle in the world.
2. Guide students to understand the content of poetry in many ways.
The new curriculum standard of Chinese in senior high school puts forward "attaching importance to the fuzziness and fuzziness of the connotation of works and encouraging students to actively and creatively construct the meaning of texts". Because the language and connotation of poetry are vague, ambiguous and uncertain, it requires us to guide and encourage students to interpret foreign poems in multiple ways. Take "Outside the Fence" as an example. This poem is short and pithy, and the language is simple and intriguing, but students have great difficulties in learning it. We should guide students to explore this poem from two aspects in teaching. Firstly, several central images in the poem, such as "strawberry", "fence", "God" and "child", are analyzed to guide students to analyze from different angles. The second is to explore the connotation of poetry. Beyond the Fence contains profound philosophy in simple language. Therefore, when exploring the connotation of this poem, students can be guided to elaborate according to reference materials, and students can also be guided to query online materials for understanding, so teachers can guide them in time.
3. Encourage students to do extracurricular research.
In addition to guiding students to understand the connotation and expression of poetry, inquiry-based Chinese teaching in senior high schools should also encourage students to conduct special research after class on the basis of their own learning interests and abilities. Teachers should pay attention to the following four points when guiding students: first, guide students to choose suitable research topics, and the establishment of topics should proceed from teaching practice and pay attention to the use of existing resources. Second, pay attention to guiding students' inquiry process and cultivate students' ability to collect and sort out information and solve problems. Third, help students to clarify the division of labor of the research group, put the responsibility on people and strengthen supervision. Fourth, display students' inquiry results, stimulate students' enthusiasm for inquiry and encourage students' enthusiasm for learning.
Precautions:
Han (1): Predicament and Countermeasures of Foreign Poetry Teaching in Senior Middle School Chinese, No.24, 20 10.