高中國語文詩歌文體的教學策略與成效探究

Poetry is an ancient and quintessential literary genre with its own characteristics in form and structure from pre-Tang poetry, yuefu poetry, metrical pattern poetry, to modern poetry. However, in the teaching practice of Chinese language arts in senior high school, many teachers and students feel intimidated by the teaching and learning of poetry. Also, poetry teaching and its research has been lack a coherent pedagogical vision. To meet the needs of teaching practice, this one-year study is designed to investigate the poetry teaching practice in senior high school systematically, and four experienced Chinese teachers in senior high schools were invited as the research subjects. Through in-depth interviews and classroom observations, along with collection and analysis of documents, this study intended to sum up effective strategies of teaching poetry in senior high school, and clarify the embedded factors that may influence the teaching design and the implementation effectiveness of Chinese poetry teaching in senior high school. The research findings and results are as follows: (1) Guiding students to distinguish and analyze the genre characteristics and writing techniques of classical and modern poetry can help students grasp the key points and learning methods of poetry, and appreciate the beauty of both the content and form of poetry effectively. (2) Recognizing the images in poetry to trigger the associations about specific situations and experiences, and exploring the logic of the arrangement of the poetic images can facilitate students to figure out the connotations and themes of poetry more precisely. (3) Arranging poetry writing tasks progressively can improve students’ learning initiative and creativity, as well as enhance their abilities of language expression. (4) Through discussions, dialogues, and reflections on issues in poetry, students can be inspired to make cross-text and cross-situation reflections, and strengthen their abilities of independent thinking and rational judgement. (5) Besides adjusting the teaching content and materials to meet the students’ learning needs, teachers can encourage the students to continue to engage in learning by proactively linking the learning context of poetry inside and outside the classroom. The findings of this research can contribute to the teaching practice of Chinese poetry in senior high school, as well as to the curriculum planning for the pre-teacher education program of high school Chinese teachers, in order to enhance the connection between research and teaching practices, so as to enrich the practical theories of poetry pedagogy continuously. With effective teaching strategies, teachers will strengthen their confidence in teaching poetry, thereby the values of poetry teaching in Chinese language arts may be further explored and carried out.