接受美学视野下高中古代诗歌教学分析-analysis of ancient poetry teaching in senior high school from the perspective of reception aesthetics.docxVIP

接受美学视野下高中古代诗歌教学研究摘要高中古代诗歌教学的重要性和新课标对诗歌教学提出的新要求，呼唤中学语文教师寻找与之相适应的教学思路。从接受理论的角度看，目前高中古代诗歌教学存在着教师一元化解读替代学生个性化解读、高考导向性解读取代文化修为性解读等问题。而高中课程标准对古代诗歌阅读提出了个性化阅读、对话性阅读、创造性阅读等要求。于是，接受美学的理论就为我们破解目前的教学困局打开了一扇窗。接受美学理论告诫着我们，古代诗歌阅读教学活动不应是诗歌或教师的独白，而应该是诗歌、教师、学生平等对话、交流，并最终达到三者的“视野融合”。这必将引起古代诗歌阅读教学的深刻变革，无论是学习方式，还是教学方式，甚至课堂设计模式。因此，本论文在接受美学理论的指导下，吸收了阐释学的主要观点，结合教育心理学的基本原理，从文本论、主体论和教学论三个维度去建构高中古代诗歌教学的新模式。笔者从古代诗歌教学顺应接受美学原理的角度提出美读教学、讨论教学、创造教学三种教学方式，探讨新课改形势下古代诗歌教学，通过接受美学的期待视野、召唤结构和视野融合三个理论基点对古代诗歌教学进行理论层面地深层次思考，结合古代诗歌的空白艺术，产生基于学生期待视野的教学设计，实现学生与诗歌文本的对话。关键词：接受美学古代诗歌接受主体召唤结构IResearchonteachingseniorarchaicpoetryInviewofaestheticreceptionAbstractTheimportanceofteachingseniorarchaicpoetryandtherequirementthenewcurriculumstandardmadeonthatallappealtoChineseteacherstofindabetterteachingmethodinconformitywithit.Inviewofreceptiontheory,thereexistproblemsinteachingseniorarchaicpoetryatpresentsuchascentralizedanalysisinsteadofpersonalizedanalysis,collegeentranceexaminationguidableanalysisinsteadofculturaltraininganalysisandsoon.However,theseniorcurriculumstandarduponreadingarchaicpoetryrequiresindividualreading,conversationalreadingandcreativereading,whichcontributestoopeningawindowtobreakingthepresenteducationalpredicamentbytheaestheticreceptionsystem.Thetheoryoftheaestheticreceptioncounselthatteachinghowtoappreciatearchaicpoetrycan’tbethepoetry’sortheteacher’smonologuebutcommunicationbasedontheequalityofthepoetries,theteachersandthestudents,resultingintheharmoniouscombinationofthethreeaspectsatlast.Therefore,undertheguidanceoftheaestheticreception,Iwrotetheessay,whichaimsatformingapatterninthedimensionsofTextTheory,SubjectTheory,andTeachingTheory,byabsorbingsomemainideasofhermeneuticsandcombiningthebasicprinciplesofeducationalpsychology.Theauthoralsoputupwiththreeteachingmethods(affectionatereadingteaching,discussionteachingandcreativeteaching)intermsofthearchaicpoetryteachingwhichconformstotheaestheticreceptionprinciple,trytoprobeintotheteachingarchaicpoetryinnewcurriculuminnovation,haveadeeptheoretict