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2024_04_30_67ed9922772d42caaa3eg

理论研究下对初中古诗词教学设计的优化  Optimization of Teaching Design for Ancient Poetry in Junior Middle School Based on Theoretical Research

间湖
摘要
随着教育课程改革的深入, 对深度学习的研究也日益增多。学者刘月霞和郭华指出, 深度学习是一种有益的学习方式, 可以促进学生全面发展, 对于改变语文教学方式、培养新型人才具有重要意义。
With the deepening of educational curriculum reform, research on deep learning is also increasing. Scholars Liu Yuexia and Guo Hua pointed out that deep learning is a beneficial learning method that can promote students' comprehensive development and is of great significance for changing the way Chinese language is taught and cultivating new talents.
本论文将深度学习理论与古诗词教学设计相结合, 重点研究了深度学习视域下初中古诗词教学的优化原则。通过问卷调查和访谈, 探究了一线教学中存在的问题, 并进行了原因分析, 提出了相应的解决策略。除了绪论和结语, 主要分为以下四个部分：
This paper combines the theory of deep learning with the design of teaching ancient poetry, focusing on the optimization principles of teaching ancient poetry in junior high school from the perspective of deep learning. Through questionnaires and interviews, the problems existing in frontline teaching are explored, analyzed, and corresponding solutions are proposed. In addition to the introduction and conclusion, it is mainly divided into the following four parts:
首先, 在第一部分中, 明确界定了“深度学习”的概念, 以深度学习理论、《义务教育语文课程标准（2022 年版）》和社会建构主义为理论基础。其次, 在第二部分中, 对深度学习应用于初中古诗词教学的可行性进行了分析, 并对初中古诗词的内容进行了概述。从教学目标、教学过程、教学内容、教学环节和教学评价五个维度阐释了深度学习视域下初中古诗词教学设计的优化原则。接着, 在第三部分中, 详细论述了深度学习视域下初中古诗词教学设计在上述五个维度存在的问题, 并分析了问题产生的原因, 如目标之间缺乏链接、对古诗词学习的期待和体验关注不足等。最后, 在第四部分中, 提出了针对上述问题的改进建议, 包括加强目标的提炼和链接、精心设计实践活动、深化对古诗词情感和思想内涵的学习等策略, 旨在为一线教师的教学提供实用的策略参考。
Firstly, in the first part, the concept of "deep learning" is defined, based on the theory of deep learning, the "Compulsory Education Chinese Curriculum Standards (2022 Edition)" and social constructivism. Secondly, in the second part, the feasibility of applying deep learning to the teaching of ancient poetry in junior high school is analyzed, and an overview of the content of ancient poetry in junior high school is given. From the five dimensions of teaching objectives, teaching process, teaching content, teaching links, and teaching evaluation, the optimization principles of the design of ancient poetry teaching in junior high school under the perspective of deep learning are explained. Then, in the third part, the problems existing in the design of ancient poetry teaching in junior high school under the perspective of deep learning in the above five dimensions are elaborated in detail, and the reasons for the problems are analyzed, such as the lack of links between objectives, and insufficient attention to the expectations and experiences of learning ancient poetry. Finally, in the fourth part, improvement suggestions for the above problems are proposed, including strengthening the refinement and linkage of objectives, designing practical activities carefully, and deepening the learning of emotional and ideological connotations of ancient poetry, aiming to provide practical strategy references for frontline teachers' teaching.
关键词: 深度学习; 初中古诗词; 教学设计; 教学策略
Keywords: deep learning; ancient poetry in junior high school; teaching design; teaching strategies.
摘要
一、绪论 Introduction

1.研究背景 1. Research Background

1.1.时代背景 1.1. Background of the era

1.1.1 人才要求 1.1.1 Talent Requirements

1.1.2 时代要求 Requirements of the Times

1.2 专业背景 1.2 Professional Background

  1. 研究目的 Research Purpose

3. 研究意义 3. Research Significance

  1. 研究方法 Research Methods
4.1 问卷调查法。 4.1 Questionnaire Survey Method.
4.2 文献分析法。 4.2 Literature Analysis Method.
4.3 是访谈法 4.3 is interview method
  1. 文献综述 Literature review
5.1 国外研究现状 5.1 Foreign research status
5.2 国内研究现状 5.2 Domestic Research Status

5.3 小结 Summary of Chapter 5.3

  1. 深度学习理论在国内的研究 Research on Deep Learning Theory in China
6.1 关于深度学习理论的研究 Research on deep learning theory
6.2 关于古诗词教学现状的研究 Research on the Current Situation of Teaching Ancient Poetry
6.3 关于古诗词教学内容的研究 Research on the Content of Teaching Ancient Poetry
6.4 关于古诗词教学策略的研究 6.4 Research on Teaching Strategies for Ancient Poetry
6.5 对古诗词教学的综合研究 6.5 Comprehensive Study on Teaching Ancient Poetry
6.6 关于古诗词教学方法的研究 6.6 Research on Teaching Methods of Ancient Poetry
6.6.1 古诗词吟诵法的研究 Study on the Recitation Method of Ancient Poetry
6.6.2 古诗词情境教学法的研究 Study on the Contextual Teaching Method of Ancient Poetry
6.6.3 其他 6.6.3 Others
  1. 深度学习在语文教学中的应用 The Application of Deep Learning in Chinese Language Teaching
7.1 深度学习理论在初中古诗词教学中的应用 The Application of Deep Learning Theory in the Teaching of Ancient Poetry in Junior High School
7.2 教学策略的提出和实践 The Proposal and Practice of Teaching Strategies
7.3 研究成果的借鉴和参考意义 7.3 The reference and significance of research results
8.小结 Chapter 8
二、相关理论依据 Chapter 2: Relevant Theoretical Basis
  1. 概念界定及研究依据 Definition and Research Basis
1.1 概念界定 1.1 Definition
1.2 研究依据 1.2 Research Basis
1.2.1《课标》的重要性和适用性 The Importance and Applicability of "Curriculum Standards"
1.2.2 社会建构主义的教学理念 The Teaching Philosophy of Social Constructivism
1.2.3 深度学习理论在教学实践的适用性 The Applicability of Deep Learning Theory in Teaching Practice
  1. 《义务教育语文课程标准（2024 年版）》 Curriculum Standard for Compulsory Education in Chinese Language (2024 Edition)
3.社会建构主义理论 3. Social Constructivism Theory
三、研究方法 III. Research Methods
  1. 问卷调查法 Questionnaire survey method
1.1 示例一 深度学习理论视域下初中古诗词教学设计现状的问卷调查
1.1 Example One Questionnaire Survey on the Current Situation of Junior High School Ancient Poetry Teaching Design in the Perspective of Deep Learning Theory
2.文献分析法 2. Literature analysis method
  1. 访谈法
3.1 示例二 深度学习理论视域下初中古诗词教学设计现状的教师访谈四、研究成果
3.1 Example 2 Teacher Interview on the Current Situation of Junior High School Ancient Poetry Teaching Design from the Perspective of Deep Learning Theory, Research Results
1.深度学习理论视域下初中古诗词教学设计的优化策略
1. Optimization Strategies for Junior High School Ancient Poetry Teaching Design from the Perspective of Deep Learning Theory
1.1 目标优化: 精炼与连接 1.1 Target Optimization: Refinement and Connection
1.1.1 深入分析学情, 精炼目标 1.1.1 In-depth analysis of learning situation, refining goals
1.1.2 工具和人文目标的精炼 1.1.2 Refinement of tools and humanistic goals
1.2. 聚焦古诗词的文体特点, 加强教学目标的梯度性
1.2. Focusing on the stylistic features of ancient poetry, enhancing the gradient of teaching objectives

1.2.1 重点关注古诗词的情感 1.2.1 Focus on the emotions of ancient poetry

1.2.2 重点关注古诗词的意象 1.2.2 Focus on the imagery of ancient poetry
  1. 过程优化: 精心设计学习活动, 鼓励共享与生成 Process optimization: carefully design learning activities, encourage sharing and generation
2.1 设置符合学生学习心理特点的活动, 激活学习动机
2.1 Set up activities that match students' psychological characteristics, activate learning motivation
2.1.1 创办诗刊 2.1.1 Start a poetry magazine
2.1.2 设计古诗词相关的演讲活动 Speech activities related to ancient poetry design
2.2. 通过学习共同体, 推动方法共享与体验生成
Promote method sharing and experience generation through learning communities

2.2.1 建立差异性学习共同体 Establish a diverse learning community

2.2.2 提升古诗词学习群体的凝聚力, 促进体验的形成。
Enhance the cohesion of the group studying ancient poetry and promote the formation of experiences.
  1. 内容优化：深化对古诗词情感和思想内涵的学习 Content Optimization: Deepening the Study of Emotions and Ideological Connotations in Ancient Poetry
3.1 通过圈点、批注的方式, 拓展对古诗词独特感受和体验
3.1 Expand unique feelings and experiences of ancient poetry through underlining and annotating.
3.2 运用朗读、改写的方式, 加深对古诗词情感和形象的理解
Using reading and rewriting to deepen the understanding of the emotions and images of ancient poetry
3.3 利用视频来引导学生深化对古诗词情感和思想内涵的理解
Using videos to guide students to deepen their understanding of the emotions and ideological connotations of ancient poetry
4.环节优化: 建构真实而有意义的实践情境, 联系生活学以致用
4. Link Optimization: Constructing Real and Meaningful Practical Situations, Connecting Learning with Application in Life
4.1. 结合学生的现实生活, 加强实践情境的真实性
4.1. Integrate students' real-life experiences to enhance the authenticity of practical situations
4.2. 充分利用多媒体资源, 提高实践情境建构的效果
4.2. Make full use of multimedia resources to enhance the effectiveness of practical situation construction
4.2.1 充分利用音乐资源, 提高实践情境建构的效果
4.2.1 Make full use of music resources to enhance the effectiveness of practical situation construction
4.2.2 充分利用视频资源, 提高实践情境建构的效果
4.2.2 Make full use of video resources to enhance the effectiveness of practical scenario construction
  1. 评价优化: 促进评价主体多元化, 加强对反思方法的导引
    Evaluation optimization: promote the diversification of evaluation subjects, and strengthen the guidance on reflective methods
5.1. 教师评价 5.1. Teacher evaluation
5.1.1 教师评价应更注重专业性 Teacher evaluation should focus more on professionalism
5.1.2 教师评价应更注重个体差异的体现。 Teacher evaluation should focus more on individual differences.

5.2. 学生评价 Student evaluation

5.2.1 学生自评要注重强化自我认知能力 5.2.1 Students' self-assessment should focus on enhancing self-awareness abilities
5.2.2 学生互评要注重发挥学习小组的积极作用
5.2.2 Peer assessment should focus on leveraging the positive role of learning groups

5.3. 家长评价 5.3. Parental evaluation

5.3.1 家长评价要关注学生的学习态度 Parents' evaluation should focus on students' learning attitudes
5.3.2 家长评价要注重真实性 Parents' evaluation should emphasize authenticity
  1. 反思优化: “三层级”加强示范与引导 Reflective optimization: "Three levels" strengthen demonstration and guidance
6.1 三层级反思 6.1 Three-level reflection
6.2 鼓励学生有针对性地进行自我反思 6.2 Encourage students to engage in targeted self-reflection
6.3 引导学生进行观察学习和对比反思 6.3 Guide students in observational learning and comparative reflection
6.4 鼓励学生设置自己的创新式学习规划 Encourage students to set up their own innovative learning plans
讨论
  1. 深度学习理论与实践的联系 The connection between deep learning theory and practice
  2. 初中古诗词教学的现状与问题 The current situation and problems of teaching ancient poetry in junior high school
  3. 教学效果评估与反思的问题分析 Analysis of Issues in Teaching Effectiveness Evaluation and Reflection
  4. 可行性评估与效果预期 Feasibility Assessment and Expected Effects
  5. 挑战与应对策略 Challenges and Coping Strategies
六、结论 Chapter Six: Conclusion
参考文献 References

一、绪 论 Chapter One: Introduction

1. 研究背景 1. Research Background

在数字化时代的浪潮中, 社会对于人才的需求与日俱增, 教育教学所承载的使命与责任也随之发生着深刻的变化。培养出具有全球竞争力的社会主义建设者与接班人已成为国家发展的迫切需求，这也是各国共同面临的挑战之一。党和国家高度重视人才培养和教育教学改革, 致力于推进素质教育, 着眼于培养未来社会所需的发展型、创新型人才。
In the wave of digitization, the demand for talents in society is increasing day by day, and the mission and responsibility of education are undergoing profound changes. Cultivating socialist builders and successors with global competitiveness has become an urgent need for national development, which is also one of the common challenges faced by all countries. The Party and the state attach great importance to talent cultivation and educational reform, and are committed to promoting quality education, focusing on cultivating development-oriented and innovative talents needed for the future society.

1.1 时代背景 1.1 Background of the Times

1.1.1 人才要求 1.1.1 Talent Requirements

迎来培养发展型、创新型人才的时代要求。2021 年 9 月, 习近平总书记在中央人才工作会议上多次强调培养人才的重要性，强调“人才是国家综合国力的重要标志” [1], 并指出 “我们必须增强忧患意识, 更加重视人才自主培养, 加快建立人才资源竞争优势 ”。2022 年 5 月 30 日，中国科协、教育部等 8 部门联合发出支持青年科技人才全面发展的倡议, 呼吁各界为青年人才健康成长提供支持,为他们搭建成长平台。教育的发展要与时俱进, 更需关注培养具有发展潜力和创新能力的新一代人才[2]。
The era demands the cultivation and development of innovative and talented individuals. In September 2021, General Secretary Xi Jinping emphasized the importance of talent cultivation multiple times during the Central Talents Work Conference, stating that "talent is an important indicator of a country's comprehensive national strength" [1], and pointing out that "we must enhance our sense of crisis, attach greater importance to independent talent cultivation, and accelerate the establishment of a competitive advantage in talent resources ." On May 30, 2022, the China Association for Science and Technology, Ministry of Education, and 8 other departments jointly issued a proposal to support the comprehensive development of young scientific and technological talents, calling on all sectors to provide support for the healthy growth of young talents and to build a growth platform for them. The development of education must keep up with the times and pay more attention to cultivating a new generation of talents with development potential and innovation ability [2].

1.1.2 时代要求 Requirements of the Times

(1) 《关于深化教育教学改革全面提升义务教育质量的意见》的要求。2019 年 6 月 23 日, 中共中央、国务院印发的《关于深化教育教学改革全面提升义务教育质量的意见》明确要求初中语文教育要坚持全面发展, 培养认知能力, 促进思维发展, 广泛开展多种形式的读书活动, 营造健康的教育氛围[3]。这一指导意见为初中古诗词教学在深度学习视域下的优化提供了重要的指引和支持。
(1) The requirements of the "Opinions on Deepening the Reform of Education and Teaching and Comprehensive Improvement of the Quality of Compulsory Education". On June 23, 2019, the Central Committee of the Communist Party of China and the State Council issued the "Opinions on Deepening the Reform of Education and Teaching and Comprehensive Improvement of the Quality of Compulsory Education", which clearly stated that middle school Chinese language education should adhere to comprehensive development, cultivate cognitive abilities, promote thinking development, carry out various forms of reading activities, and create a healthy educational atmosphere [3]. This guidance provides important guidance and support for the optimization of middle school ancient poetry teaching in the context of deep learning.
在此背景下, 本论文将深度学习理论与初中古诗词教学相结合, 旨在调动学生的学习积极性, 促使其在有意义的学习过程中建构古诗词知识体系, 提升高阶思维能力，培养新时代需要的发展型、创新型人才。
Against this background, this paper combines deep learning theory with middle school ancient poetry teaching, aiming to stimulate students' learning enthusiasm, promote the construction of ancient poetry knowledge system in meaningful learning process, enhance high-level thinking ability, and cultivate innovative and talented individuals needed in the new era.
[1] 习近平.深入实施新时代人才强国战略 加快建设世界重要人才中心和创新高地 .求是,2021-12-15.
[1] Xi Jinping. Deepen the implementation of the strategy of strengthening the country with talented people in the new era and accelerate the construction of a world-class talent center and innovation highland . Qiushi, 2021-12-15.
[2] 支艳蓉. 支持青年科技人才全面发展[N]. 人民政协报, 2022-06-09.
[2] Zhi Yanrong. Support the comprehensive development of young scientific and technological talents [N]. People's Political Consultative Daily, 2022-06-09.
[3] 中共中央 国务院.关于深化教育教学改革全面提高义务教育质量的意见[J].中华人民共和国国务院公报，2019(20)：6-10.
[3] The Central Committee of the Communist Party of China and the State Council. Opinions on Deepening Education and Teaching Reform to Improve the Quality of Compulsory Education[J]. Gazette of the State Council of the People's Republic of China, 2019(20): 6-10.
(2) 《关于进一步减轻义务教育阶段学生学业负担和校外培训负担的意见》
(2) Opinions on Further Reducing the Academic Burden and Extracurricular Training Burden of Students in Compulsory Education Stage
长久以来, 教育界一直致力于提高教学效率, 不断探索如何让学生获取更多知识的方法, 但却常常忽略了“育人”的重要性。深度学习的出现正是为了实现立德树人这一根本目标, 促进学生核心素养的全面发展, 推动学生综合成长。将深度学习理论应用于初中古诗词教学中, 对于促进学生思维、语言、审美等方面的综合发展至关重要 。这种教学方式有助于培养出具备高级思维和创造能力的社会主义建设者和接班人, 他们将成为未来社会的中坚力量和领导者。一方面,长期以来的教学模式存在着对于知识传授的过分偏重, 而忽略了学生个性特点和思维方式的多样性。这种单一教学模式容易使学生变得机械化, 缺乏创造力和批判性思维。而深度学习理论的提出强调了学生的主动性和参与性, 通过激发学生的学习兴趣和动力, 培养他们的独立思考和解决问题的能力。另一方面, 《关于进一步减轻义务教育阶段学生学业负担和校外培训负担的意见》 (以下简称“双减”) 对教育教学提出了更高的要求, 要求教育不仅要传授知识, 更要注重学生的身心健康和全面发展[2]。将深度学习理论应用于初中古诗词教学中, 符合学生身心发展规律, 有利于提高学生的文化修养、实践能力和精神境界, 也有利于提高教师的课堂教学效率, 从而提升教育教学质量, 符合“双减”政策的要求。
For a long time, the education sector has been committed to improving teaching efficiency, constantly exploring methods to help students acquire more knowledge, but often neglecting the importance of "educating people". The emergence of deep learning is precisely to achieve the fundamental goal of cultivating morality and nurturing talents, promote the comprehensive development of students' core literacy, and drive students' overall growth. Applying the theory of deep learning to the teaching of ancient poetry in junior high school is crucial for promoting the comprehensive development of students' thinking, language, aesthetics, and other aspects. This teaching method helps cultivate socialist builders and successors with advanced thinking and creativity, who will become the backbone and leaders of future society. On the one hand, the traditional teaching model has been overly focused on knowledge impartation, neglecting the diversity of students' individual characteristics and thinking styles. This single teaching model easily leads students to become mechanized, lacking creativity and critical thinking. The proposal of deep learning theory emphasizes the initiative and participation of students, fostering their interest and motivation in learning, cultivating their independent thinking and problem-solving abilities. On the other hand, the "Opinions on Further Reducing the Academic Burden and Extracurricular Training Burden of Students in Compulsory Education Stage" (hereinafter referred to as "Double Reduction") sets higher requirements for education and teaching, emphasizing that education should not only impart knowledge but also focus on students' physical and mental health and comprehensive development. Applying the theory of deep learning to the teaching of ancient poetry in junior high school conforms to the laws of students' physical and mental development, is conducive to enhancing students' cultural accomplishment, practical abilities, and spiritual realm, and also benefits the improvement of teachers' classroom teaching efficiency, thereby enhancing the quality of education and teaching in line with the requirements of the "Double Reduction" policy.

1.2.专业背景

专业背景方面, 《义务教育语文课程标准（2022 年版）》对语文教育的培养目标作出了明确规定, 强调培养学生成为具有全面素养的社会主义建设者和接班人。而深度学习理论同样注重学生的全面发展, 强调培养学生的价值观、品格和能力等多方面素养[3]。将深度学习理论与古诗词教学相结合, 有助于学生热爱传统文化, 提高审美水平, 促进高阶思维的发展, 提升学生的文学鉴赏能力, 获得更丰富的审美体验。
In terms of professional background, the "Compulsory Education Chinese Curriculum Standards (2022 Edition)" has made clear provisions on the training objectives of Chinese education, emphasizing the cultivation of students to become comprehensive socialist builders and successors. The theory of deep learning also emphasizes the comprehensive development of students, focusing on cultivating students' values, character, abilities, and other aspects of literacy. Combining the theory of deep learning with the teaching of ancient poetry can help students love traditional culture, improve aesthetic levels, promote the development of higher-order thinking, enhance students' literary appreciation abilities, and gain richer aesthetic experiences.
总而言之, 深度学习理论的应用对于推进教育教学改革, 促进学生全面发展具有重要意义。通过深度学习的方式, 教师能够更好地调动学生学习的积极性和主动性, 培养出更加优秀和具有创新能力的学生, 为未来社会的发展做出积极贡献。
In conclusion, the application of deep learning theory is of great significance for promoting educational and teaching reforms and promoting the comprehensive development of students. Through deep learning methods, teachers can better stimulate students' enthusiasm and initiative in learning, cultivate more outstanding and innovative students, and make positive contributions to the future development of society.
[1] 刘月霞, 郭华. 深度学习: 走向核心素养 (理论普及读本) [M].北京: 教育科学出版社, 2018: 31 .
[1] Liu Yuexia, Guo Hua. Deep Learning: Towards Core Literacy (Theoretical Popular Science Reader) [M]. Beijing: Education Science Press, 2018: 31.
[2] 《关于进一步减轻义务教育阶段学生学业负担和校外培训负担的意见》(2022 年版) [S].北京: 北京师范大学出版社, 2022: 2.
[2] "Opinions on Further Reducing the Academic Burden and Extracurricular Training Burden of Students in the Compulsory Education Stage" (2022 Edition) [S]. Beijing: Beijing Normal University Press, 2022: 2.
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[3] The Ministry of Education of the People's Republic of China formulated. Compulsory Education Chinese Curriculum Standards (2022 Edition) [S]. Beijing: Beijing Normal University Press, 2022: 4.

2. 研究目的 2. Research Purpose

研究目的旨在深入了解一线初中在深度学习理论视域下的古诗词教学设计现状, 并为一线教师提供相关教学策略和借鉴, 以提升学生语言建构与运用能力、审美动机水平、思维发展和对祖国语言文化的热爱, 最终促进学生古诗词学习核心素养的培养和发展, 助力实现立德树人的目标。
The research purpose is to deepen the understanding of the current status of ancient poetry teaching design in primary schools in the theoretical perspective of deep learning, and to provide relevant teaching strategies and references for frontline teachers to enhance students' language construction and application abilities, aesthetic motivation levels, thinking development, and love for the language and culture of the motherland, ultimately promoting the cultivation and development of students' core literacy in ancient poetry learning and helping to achieve the goal of cultivating people with integrity and morality.

3. 研究意义 3. Research Significance

研究意义在于两个方面。首先, 从理论上来看, 本论文以深度学习和古诗词教学设计相结合, 为初中古诗词教学设计研究提供新的视角和思路。通过深入研究深度学习理论视域下初中古诗词教学设计的优化原则, 探究一线教学存在的问题, 并提出相应的解决策略, 可以填补学术上“深度学习”教学理论的不足, 同时丰富了初中古诗词教学设计的理论内容。
The research significance lies in two aspects. First, theoretically, this thesis combines deep learning with the design of ancient poetry teaching to provide a new perspective and ideas for the research on ancient poetry teaching design in junior high schools. By delving into the optimization principles of junior high school ancient poetry teaching design under the theoretical perspective of deep learning, exploring the problems existing in frontline teaching, and proposing corresponding solutions, it can fill the academic gap in the teaching theory of "deep learning" and enrich the theoretical content of junior high school ancient poetry teaching design.
其次, 在实践方面, 本论文以初中阶段为主要研究对象, 结合调查问卷、访谈等手段, 通过对一线古诗词教学设计问题的调查, 将理论和实践有机结合。通过解决初中语文古诗词教学设计存在的相关问题, 为一线初中教师提供必要的借鉴和教学策略, 提升学生的元认知能力, 促进其语文核心素养的养成和发展。这种研究既有一定的实践价值, 也具有较强的实践意义, 对于促进学生全面发展和提高教育教学质量具有积极意义。
Secondly, in terms of practice, this paper focuses on junior high school stage as the main research object, combines investigation questionnaires, interviews and other methods, integrates theory and practice organically. By solving the relevant problems in the design of ancient poetry teaching in junior high school Chinese, necessary reference and teaching strategies are provided for frontline junior high school teachers, enhancing students' metacognitive abilities, promoting the cultivation and development of their core literacy in Chinese. This research has certain practical value and strong practical significance, which is of positive significance for promoting students' comprehensive development and improving the quality of education and teaching.
研究方法是确保研究过程科学严谨、数据可靠性高的关键环节。本论文采用了问卷调查法、文献分析法和访谈法三种研究方法, 以全面深入地了解初中古诗词教学设计在深度学习理论视域下的现状和问题。
Research methods are the key link to ensure the scientific rigor of the research process and the high reliability of the data. This paper adopts three research methods: questionnaire survey, literature analysis, and interview, to comprehensively and deeply understand the current situation and problems of ancient poetry teaching design in junior high school from the perspective of in-depth learning theory.

4. 研究方法 4. Research Methods

4.1 问卷调查法 4.1 Questionnaire Survey Method

我们设计了《深度学习理论视域下初中古诗词教学设计现状的问卷调查》,在编写过程中参考了相关专业文献如《深度学习: 走向核心素养(理论普及读本)》,也借鉴了大量硕博论文问卷的内容。问卷主要分为基本信息和主要部分两部分,
We have designed a "Questionnaire Survey on the Current Situation of Junior High School Ancient Poetry Teaching Design from the Perspective of Deep Learning Theory", referring to relevant professional literature such as "Deep Learning: Towards Core Literacy (Theoretical Popular Science Reader)", and also drawing on the content of a large number of master's and doctoral thesis questionnaires. The questionnaire is mainly divided into basic information and main parts.
涵盖了教学目标、过程、内容、环节和评价等五个维度, 共设有 18 个问题。我们的调查对象是新民市 校初一、初二、初三的学生, 力求获得广泛而具体的数据。
Covering five dimensions including teaching objectives, processes, content, activities, and evaluation, a total of 18 questions are set. Our survey targets students in grades 7, 8, and 9 at Xinmin City School, aiming to obtain extensive and specific data.

4.2 文献分析法 4.2 Literature Analysis Method

本文在整个研究过程中都贯彻了文献分析法, 通过对已有文献的收集、整理、分析与归纳, 加深对深度学习理论视域下初中古诗词教学设计的理解。我们以关键词如“深度学习”、“初中古诗词教学”为入口, 在数据库中检索、第选了近十五年内有影响力的文献, 并结合《课标》、深度学习理论和社会建构主义等理论框架, 为研究提供理论支持和依据。
Throughout the entire research process, this article adheres to the method of literature analysis, deepening the understanding of the design of teaching ancient poetry in junior high school under the theoretical perspective of deep learning through the collection, organization, analysis, and summarization of existing literature. Using keywords such as "deep learning" and "teaching ancient poetry in junior high school" as entry points, we searched and selected influential literature from the past fifteen years in databases, combined with the National Curriculum Standards, deep learning theory, and social constructivism, providing theoretical support and basis for the research.

4.3 访谈法 4.3 Interview Method

我们采用了自编访谈提纲, 选择了廊坊市 M 校 6 位不同教龄不同性别的语文教师进行个别访谈。访谈提纲围绕教学目标、过程、内容、环节和评价五个维度, 共设置了 12 个问题。通过与问卷调查相结合, 访谈法有助于更加深入地了解初中古诗词教学设计的现状, 填补问卷调查的封闭性和局限性, 提供了教师实践层面的重要信息。
We adopted a self-compiled interview outline and selected 6 Chinese language teachers with different teaching ages and genders from School M in Langfang City for individual interviews. The interview outline focused on five dimensions of teaching objectives, processes, content, segments, and evaluation, with a total of 12 questions. Combined with questionnaire surveys, the interview method helps to gain a deeper understanding of the current situation of junior high school ancient poetry teaching design, filling the closedness and limitations of questionnaire surveys, and providing important information at the teacher practice level.
三种方法的综合运用使本研究更具可信度和实用性, 旨在为初中古诗词教学设计提供深入洞察和实际应用的策略, 促进学生核心素养的全面发展。
The comprehensive use of three methods makes this study more credible and practical, aiming to provide in-depth insights and practical application strategies for the design of junior high school ancient poetry teaching, and promote the comprehensive development of students' core literacy.

5.文献综述 5. Literature Review

文献综述对于研究的深度和广度至关重要, 尤其对于“深度学习理论视域下初中古诗词教学设计的优化研究”这样的课题。通过对国内外文献的广泛搜集和综合分析，可以更全面地把握研究领域的前沿动态和学术发展趋势。
Literature review is crucial for the depth and breadth of research, especially for topics like "Optimization Research on the Design of Teaching Ancient Poetry in Junior High School under the Theoretical Perspective of Deep Learning." By extensively collecting and comprehensively analyzing domestic and foreign literature, we can more comprehensively grasp the forefront dynamics and academic development trends in the research field.

5. 1 国外研究现状 5.1 Foreign Research Status

首先是对国外研究现状的探讨。深度学习这一概念最早由美国学者费伦斯 马顿（Ference Marton）和罗杰.赛尔乔（Roger Saljo）提出, 并在教育领域得到广泛关注。他们强调了深度学习与浅层学习的区别, 提倡学生采用深度学习方法来提高信息加工的效率 。接着, 美国的 Eric Jensen 和 LeAnn Nickelsen 提出了促进深度学习的 7 种策略 , 为深度学习的实践提供了指导。威廉和弗洛拉-休利特基金会（William and Flora Hewlette Foundation）提出了深度学习能力框架,包括掌握核心学科知识、批判性思维和问题解决、团队合作等方面, 为深度学习
The discussion of the current research status abroad begins with deep learning. The concept of deep learning was first proposed by American scholars Ference Marton and Roger Saljo, and has received widespread attention in the field of education. They emphasized the difference between deep learning and shallow learning, advocating for students to adopt deep learning methods to improve information processing efficiency. Subsequently, Eric Jensen and LeAnn Nickelsen from the United States proposed 7 strategies to promote deep learning, providing guidance for the practice of deep learning. The William and Flora Hewlette Foundation proposed a deep learning competency framework, including mastering core subject knowledge, critical thinking and problem solving, teamwork, etc., providing theoretical support for the implementation of deep learning.
的实施提供了理论支持 。美国研究所对传统学习方式进行反思, 指出学生需要具备更多的核心知识和技能来适应社会发展的需要 。此外, 创意博客等新颖教学方式也被证明能有效促进学生的深度学习[5]。
The American Research Institute reflects on traditional learning methods, pointing out that students need to possess more core knowledge and skills to adapt to the needs of social development. In addition, innovative teaching methods such as creative blogs have been proven to effectively promote students' deep learning.
从国外研究的角度看, 深度学习已经成为教育领域的研究热点, 并且不断深化和发展。研究者们着眼于深度学习的实践路径和社会价值, 提出了一系列促进深度学习的策略和框架, 为教育领域的创新和发展提供了理论基础和实践经验。
From the perspective of foreign research, deep learning has become a research hotspot in the field of education, and it continues to deepen and develop. Researchers focus on the practical path and social value of deep learning, proposing a series of strategies and frameworks to promote deep learning, providing a theoretical basis and practical experience for innovation and development in the field of education.
[1] Marton F,Saljo R.On qualitative differences in learning: 1-Outcome and process.United States: British Journal of Educational Psychology,1976(46): 4-11.
[1] Marton F, Saljo R. On qualitative differences in learning: 1-Outcome and process. United States: British Journal of Educational Psychology, 1976(46): 4-11.

大学出版社, 2010:12. University Press, 2010:12.
[3] William and Flora Hewlett Foundation. Deeper learning competencies[EB/OL].
[3] William and Flora Hewlett Foundation. Deeper learning competencies [EB/OL].
http://www.hewlett.org/uploads/documents/Deeper Learning Defned April 2013.pdf.
[4] Huberman, M., Bitter, C., et al.. The Shape of Deeper Learning Strategies, Structures, and Cultures in Deeper Learning Network High Schools[R].Washington, DC: American Insti- tute for Research,2014: 1-13.
[5] PEGRUM M,BARTLE E,LONGNECKER N.Can creative podcasting promote deep learning? The use of podcasting for learning content in an in undergraduate science unit[J].British Journal of Educational Technology,2015,46(1):142-152.

5. 2 国内研究现状 5. 2 Current Research Status in China

在国内, 对于深度学习理论的研究主要集中在内涵、特征和策略等方面。近年来, 国内学者对深度学习的内涵进行了持续深入的研究和探讨, 主要聚焦在以下几个方面。
In China, the research on the theory of deep learning mainly focuses on aspects such as connotation, features, and strategies. In recent years, domestic scholars have conducted continuous and in-depth research and discussions on the connotation of deep learning, mainly focusing on the following aspects.
首先, 关于深度学习内涵的研究持续完善。在过去的十年里, 国内学者对深度学习的内涵进行了不断的探索和总结。其中, 何玲和黎加厚在 2005 年就率先发表了《促进学生深度学习》一文, 提出了深度学习的定义和核心特征。他们指出, 深度学习是指学习者在理解学习的基础上, 能够批判性地学习新的思想和事实, 并将其融入原有的认知结构中, 能够进行知识的联系和迁移, 从而在新的情境中做出决策和解决问题的学习过程 。相比于国外学者的观点, 他们更加强调了知识联系和迁移在深度学习中的重要性。
Firstly, the research on the connotation of deep learning continues to improve. In the past decade, domestic scholars have continuously explored and summarized the connotation of deep learning. Among them, He Ling and Li Jiahou published the article "Promoting Students' Deep Learning" in 2005, proposing the definition and core features of deep learning. They pointed out that deep learning refers to learners being able to critically learn new ideas and facts based on understanding learning, integrate them into their existing cognitive structure, establish connections and transfer knowledge, and thus make decisions and solve problems in a new context. Compared to the views of foreign scholars, they emphasize more on the importance of knowledge connection and transfer in deep learning.
此外, 郭华在 2016 年提出了深度学习的新理念, 认为深度学习是在教师引领下, 学生围绕具有挑战性的学习主题, 全身心积极参与、体验成功、获得发展的有意义的学习过程 。康淑敏在同年的研究中指出, 深度学习是一种以高阶思维为主要认知活动的持续性学习过程 。这些新理念为深度学习的实践提供了更为丰富和全面的视角。
In addition, Guo Hua proposed a new concept of deep learning in 2016, believing that deep learning is a meaningful learning process in which students actively participate, experience success, and achieve development around challenging learning topics under the guidance of teachers. Kang Shumin pointed out in the same year that deep learning is a sustained learning process with higher-order thinking as the main cognitive activity. These new concepts provide a richer and more comprehensive perspective for the practice of deep learning.
最近的研究显示, 钟启泉在 2021 年提出了关于深度学习的新标识, 认为深度学习是学习者围绕问题展开思考和解决方法的学习过程, 教师则通过判断学生的学习状态来引导和规约学习规则, 从而展开一系列旨在问题解决所需的知识与技能的探究活动 。这一观点进一步强调了深度学习的实践性和问题导向性。
Recent studies have shown that Zhong Qiquan proposed a new identification of deep learning in 2021, suggesting that deep learning is a learning process in which learners think about and solve problems, while teachers guide and regulate learning rules by judging students' learning status, thus initiating a series of exploratory activities aimed at the knowledge and skills required for problem solving . This viewpoint further emphasizes the practicality and problem-oriented nature of deep learning.
[1] 何玲, 黎家厚.促进学生深度学习[J].现代教学, 2005（5）: 29.
[1] He Ling, Li Jiahou. Promoting students' deep learning[J]. Modern Teaching, 2005(5): 29.
[2] 郭华.深度学习及其意义[J].课程.教材、教法,2016,36(11):27.
[2] Guo Hua. Deep Learning and Its Significance[J]. Curriculum, Teaching Materials and Methods, 2016, 36(11):27.
[3] 康淑敏.基于学科素养培育的深度学习研究[J].教育研究,2016,37(07):113.
[3] Kang Shumin. Research on deep learning based on the cultivation of subject literacy [J]. Educational Research, 2016, 37(07):113.
[4] 钟启泉.深度学习: 课堂转型的标识[J].全球教育展望, 2021 (1)：14.
[4] Zhong Qiquan. Deep learning: The sign of classroom transformation [J]. Global Education Outlook, 2021 (1):14.

5.3 小结 Summary of Chapter 5.3

总体而言, 国内学者对深度学习内涵的研究不断丰富和完善, 使之更符合中国教育的实际需求和发展方向。这些研究不仅为深度学习的理论建构提供了重要支撑, 也为教育实践中深度学习的应用提供了有益的指导和参考。在国内一线教育教学的实践中, 这些理论研究成果的应用将有助于培养出更具有全面发展潜力的学生, 为社会主义建设者和接班人的培养打下坚实的基础。随着中国课程改革的推进, 越来越多的学者开始关注深度学习在教育领域的应用。他们结合国内教育实践, 提出了更具操作性的深度学习要素和策略。这些研究致力于推动教育教学改革, 促进学生的全面发展。通过与国外研究相结合, 可以更好地理解深度学习在教育领域的全球化发展趋势, 为中国教育的创新和发展提供有益借鉴。
Overall, domestic scholars have continuously enriched and improved the connotation of deep learning, making it more in line with the practical needs and development direction of Chinese education. These studies not only provide important support for the theoretical construction of deep learning, but also provide useful guidance and reference for the application of deep learning in educational practice. In the practice of frontline education and teaching in China, the application of these theoretical research results will help to cultivate students with more comprehensive development potential, laying a solid foundation for the training of socialist builders and successors. With the advancement of China's curriculum reform, more and more scholars have begun to pay attention to the application of deep learning in the field of education. They have proposed more operational elements and strategies for deep learning based on domestic educational practices. These studies are committed to promoting educational and teaching reforms and promoting the comprehensive development of students. By combining with foreign research, we can better understand the global development trend of deep learning in the field of education, and provide useful reference for the innovation and development of Chinese education.
综上所述, 国内外关于深度学习理论视域下教育领域的研究呈现出丰富多样的态势, 不仅从理论层面对深度学习进行探讨, 也将其实践于教育实践中, 为教育教学的改进和创新提供了有益的思路和经验。此外, 在我的文献综述中, 我还进一步展示了对国内外相关文献的搜集和分析过程。通过在 Springer 外文电子期刊数据库、谷歌、百度文库等平台上进行关键词搜索, 我获得了大量的文献资源。在中国知网（CNKI）上, 虽然没有找到完全符合论文选题的文献, 但通过拆分搜
In summary, the research on the application of deep learning in the field of education from the perspective of deep learning theory both domestically and internationally presents a rich and diverse trend. It not only explores deep learning from a theoretical level, but also applies it to educational practice, providing useful ideas and experiences for the improvement and innovation of education and teaching. In addition, in my literature review, I further demonstrated the process of collecting and analyzing relevant literature at home and abroad. By conducting keyword searches on platforms such as Springer foreign electronic journal database, Google, and Baidu Library, I obtained a large number of literature resources. Although I did not find literature that completely matched the topic of my paper on the China National Knowledge Infrastructure (CNKI), I was able to obtain relevant literature by splitting the search terms and using other search strategies.
索关键词, 我还是获得了丰富的相关文献。对这些文献的篮选、阅读和整理, 使我对研究领域有了更为深入的了解和把握。
With the help of keyword search, I was able to obtain a wealth of relevant literature. Sorting, reading, and organizing these documents gave me a deeper understanding and grasp of the research field.

6.深度学习理论在国内的研究 Research on deep learning theory in China

6.1 关于深度学习理论的研究 Research on deep learning theory

深度学习理论在国内的研究也逐渐深入, 学者们对其特征和策略进行了系统性的探讨与研究, 为教育实践提供了重要的理论支撑和指导。
Research on deep learning theory in China is gradually deepening. Scholars have systematically discussed and studied its characteristics and strategies, providing important theoretical support and guidance for educational practice.
首先, 关于深度学习理论的研究方面, 国内学者在近年来不断完善对深度学习特征的认识。各学者从不同角度对深度学习特征进行分析和总结, 丰富了对深度学习内涵特质的理解与运用。何玲和黎加厚在早期提出了深度学习的三个特征,即“理解与批判, 联系与建构, 迁移与运用 ”。他们强调了深度学习应培养学生的高阶思维, 注重实践, 引导学生运用所学知识解决生活中的实际问题。而刘月霞和郭华则认为深度学习具有五个特征, 包括“联想与结构、活动与体验、本质与变式、迁移与运用、价值与评价 [2]", 更加关注深度学习的活动特质和评价特质 。另外, 张浩和吴秀娟提出了六个特征, 包括“注重批判理解、强调信息整合、促进知识建构、着意迁移应用、面向问题解决、提倡主动终身学习[3] ”,这更为全面地涵盖了深度学习的各个方面。
Firstly, in terms of the theoretical research of deep learning, domestic scholars have continuously improved their understanding of deep learning features in recent years. Scholars have analyzed and summarized deep learning features from different perspectives, enriching the understanding and application of the connotation and characteristics of deep learning. He Ling and Li Jiahou proposed three features of deep learning early on, namely "understanding and criticism, connection and construction, transfer and application". They emphasized that deep learning should cultivate students' higher-order thinking, focus on practice, and guide students to apply what they have learned to solve practical problems. Liu Yuexia and Guo Hua believe that deep learning has five features, including "association and structure, activity and experience, essence and variation, transfer and application, value and evaluation", paying more attention to the activity and evaluation characteristics of deep learning. In addition, Zhang Hao and Wu Xiujuan proposed six features, including "emphasis on critical understanding, information integration, promotion of knowledge construction, intentional transfer and application, problem-oriented solution, and advocacy of active lifelong learning", which more comprehensively covers all aspects of deep learning.
这些研究表明, 随着对深度学习内涵认识的不断深化, 对深度学习特征的研究也呈现出不断深化的趋势, 逐渐关注学习者的综合发展, 为深度学习的实践应用提供了更为全面和深入的理论基础。其次, 关于深度学习策略的研究方面, 国内外的学者也取得了丰富的研究成果, 侧重点各有不同, 但都着眼于促进深度学习的目标、学习内容和评价等方面。安富海提出了从教学目标、学习内容、情境和评价等角度促进深度学习的策略, 如确立高阶思维发展的教学目标、整合意义联接的学习内容、创设促进深度学习的真实情境等。徐鹏从认知和思维两个角度提出了促进深度学习的策略, 关注学生学习策略认知水平的提升和学生语文学科高阶思维的发展。崔友兴则从教学目标、知识架构、学习材料等方面提出了有效的深度学习策略。
These studies indicate that with the deepening understanding of the essence of deep learning, research on the characteristics of deep learning is also showing a trend of deepening, gradually focusing on the comprehensive development of learners, providing a more comprehensive and in-depth theoretical basis for the practical application of deep learning. Secondly, in terms of the research on deep learning strategies, scholars at home and abroad have also achieved rich research results, with different emphases, but all focusing on promoting the goals, learning content, and evaluation of deep learning. An Fuhai proposed strategies to promote deep learning from the perspectives of teaching objectives, learning content, situations, and evaluation, such as establishing teaching objectives for the development of higher-order thinking, integrating meaningful connections in learning content, and creating real situations that promote deep learning. Xu Peng proposed strategies to promote deep learning from the perspectives of cognition and thinking, focusing on improving students' cognitive levels of learning strategies and the development of high-order thinking in Chinese language subjects. Cui Youxing proposed effective deep learning strategies from the aspects of teaching objectives, knowledge structure, and learning materials.
[1] 何玲, 黎家厚.促进学生深度学习[J].现代教学, 2005（5）：29-30.
[1] He Ling, Li Jiahou. Promoting students' deep learning[J]. Modern Education, 2005(5): 29-30.
[2] 刘月霞, 郭华.深度学习: 走向核心素养（理论普及读本）[M].北京: 教育科学出版社, 2018: .
[2] Liu Yuexia, Guo Hua. Deep Learning: Towards Core Literacy (Theoretical Popular Science Reader) [M]. Beijing: Education Science Press, 2018: .
[3] 张浩, 吴秀娟. 深度学习的内涵及认知理论基础探析 [J].中国电化教育, 2012, (10): .
[3] Zhang Hao, Wu Xiujuan. Analysis of the Connotation and Cognitive Theoretical Basis of Deep Learning [J]. China Electric Education, 2012, (10): .
综上所述, 国内外学者对深度学习特征和策略的研究成果较为丰富, 侧重点各有不同, 但都以学生为主体, 重视对学习目标的设置、学习内容的整合以及在评价中促进学生反思。这些研究成果对于深度学习的教育实践具有重要的借鉴意义, 有助于更好地促进学生的综合发展和能力提升。
In summary, domestic and foreign scholars have rich research results on the characteristics and strategies of deep learning, with different focuses, but all focus on students, emphasizing the setting of learning objectives, the integration of learning content, and promoting student reflection in evaluation. These research results have important reference significance for the educational practice of deep learning, helping to better promote students' comprehensive development and ability enhancement.

6.2 关于古诗词教学现状的研究 Research on the Current Situation of Teaching Ancient Poetry

研究古诗词教学现状主要涉及教师教和学生学两个角度的分析。例如, 胡宜海在《新课程背景下初中古诗词教学现状及其策略——沪版初中语文新教材为例》中从多个角度提出了古诗词教学存在的问题, 如背诵与诵读的不平衡、教学方式的枯燥等。季爽在《基于语文核心素养的初中古诗词教学策略研究——安徽省淮南市龙湖中学为例》中也对教学现状进行了分析, 强调了学生兴趣不高等问题。黎晓雯则在《初中古诗词教学策略探究》中探究了课程设计和教学方法对学生学习的影响。这些研究都着重于揭示古诗词教学现状中存在的问题和挑战,为进一步改进教学提供了重要参考。
Research on the current situation of teaching ancient poetry mainly involves the analysis from the perspectives of teacher's teaching and student's learning. For example, Hu Yihai in "The Current Situation and Strategies of Junior High School Ancient Poetry Teaching under the Background of New Curriculum—Taking the New Textbooks of Junior High School Chinese in Shanghai as an Example" proposed issues existing in the teaching of ancient poetry from various angles, such as the imbalance between recitation and reading, and the dull teaching methods. Ji Shuang in "Research on Teaching Strategies of Junior High School Ancient Poetry Based on Core Literacy of Chinese Language—Taking Longhu Middle School in Huainan City, Anhui Province as an Example" also analyzed the current teaching situation, emphasizing issues like low student interest. Li Xiaowen explored the impact of curriculum design and teaching methods on student learning in "Exploration of Teaching Strategies for Junior High School Ancient Poetry Teaching." These studies focus on revealing the problems and challenges in the current teaching of ancient poetry, providing important references for further improving teaching.

6.3 关于古诗词教学内容的研究 Research on the Content of Teaching Ancient Poetry

古诗词教学内容的研究主要集中在如何确定和分析教学内容的问题上。一些学者如管然荣等在《如何确定古典诗歌的教学内容》中探讨了教学内容的确定需要考虑学生需求、文本教学价值等因素。袁行濡在《中国诗歌艺术研究》中提出了古诗艺术鉴赏的步骤, 强调了语言鉴赏、意象鉴赏和意境风格探究的重要性[1]。这些研究为教学内容的设计和优化提供了理论支持和实践指导。
The research on the teaching content of ancient poetry mainly focuses on how to determine and analyze the teaching content. Some scholars, such as Guan Ranrong, discussed in "How to Determine the Teaching Content of Classical Poetry" that the determination of teaching content needs to consider factors such as student needs and the teaching value of the text. Yuan Xingru proposed the steps of ancient poetry art appreciation in "Research on Chinese Poetry Art," emphasizing the importance of language appreciation, image appreciation, and exploration of artistic conception and style. These studies provide theoretical support and practical guidance for the design and optimization of teaching content.
[1] 袁行需.中国诗歌艺术研究(第 3 版)[M].北京:北京大学出版社, 1987.
[1] Yuan Xingru. Research on Chinese Poetry Art (3rd Edition) [M]. Beijing: Peking University Press, 1987.

6.4 关于古诗词教学策略的研究 6.4 Research on Teaching Strategies for Ancient Poetry

古诗词教学策略的研究主要侧重于如何提升教学效果和学生学习体验。例如,安富海在《促进深度学习的课堂教学策略研究》中提出了确立高阶思维发展目标、整合意义联接的学习内容等策略。徐鹏在《深度学习视域下的语文教学变革》中强调了认知和思维提升对深度学习的重要性。这些研究为教师提供了可操作的教学策略, 有助于提高古诗词教学的质量和效果。
The research on teaching strategies of ancient poetry mainly focuses on how to improve teaching effectiveness and student learning experience. For example, An Fuhai proposed strategies such as establishing high-order thinking development goals and integrating meaningful learning content in the research "Classroom Teaching Strategies to Promote Deep Learning." Xu Peng emphasized the importance of cognitive and thinking enhancement for deep learning in the research "The Reform of Chinese Language Teaching in the Perspective of Deep Learning." These studies provide teachers with practical teaching strategies to enhance the quality and effectiveness of teaching ancient poetry.

6.5 对古诗词教学的综合研究 6.5 Comprehensive Study on Teaching Ancient Poetry

综合研究包括对古诗词教学现状、教学内容和教学策略的整体分析和探讨。这种综合研究更加全面地理解古诗词教学的现状和问题, 并提出了针对性的改进建议。例如, 针对古诗词教学现状中存在的问题, 可以通过优化教学内容和调整教学策略来提升教学效果; 同时, 也可以通过改进教学方式和培养学生的高阶思维能力来促进深度学习。总体来说, 国内对初中古诗词教学的研究成果较为丰富,主要围绕教学现状、教学内容和教学策略展开。这些研究为古诗词教学的改进和提升提供了理论支持和实践指导, 对于推动古诗词教学质量的提高具有重要意义。
Comprehensive research includes an overall analysis and discussion of the current situation, teaching content, and teaching strategies of ancient poetry teaching. This comprehensive research provides a more comprehensive understanding of the current situation and issues of ancient poetry teaching, and proposes targeted improvement suggestions. For example, in response to the problems existing in the current situation of ancient poetry teaching, teaching effectiveness can be enhanced by optimizing teaching content and adjusting teaching strategies; at the same time, promoting deep learning can be achieved through improving teaching methods and cultivating students' higher-order thinking skills. Overall, research on junior high school ancient poetry teaching in China is relatively rich, mainly focusing on the current situation, teaching content, and teaching strategies. These studies provide theoretical support and practical guidance for the improvement and enhancement of ancient poetry teaching, which is of great significance in promoting the improvement of the quality of ancient poetry teaching.

6.6 关于古诗词教学方法的研究 6.6 Research on Teaching Methods of Ancient Poetry

关于古诗词教学方法的研究涉及到各种不同的教学方法, 其中包括吟诵法和情境教学法等。这些方法的研究旨在提高学生对古诗词的学习兴趣、理解能力和情感体验。以下是对这些方法的研究成果进行的综述:
Research on teaching methods of ancient poetry involves various teaching methods, including recitation and situational teaching methods. The research on these methods aims to enhance students' interest, understanding, and emotional experience in learning ancient poetry. Here is a summary of the research results on these methods:

6.6.1 古诗词吟诵法的研究 Study on the Recitation Method of Ancient Poetry

吟诵法作为一种传统的教学方法, 在古诗词教学中得到了广泛的探讨和应用。例如, 吴蔚在《论传统的吟诵方法在古诗词教学中的运用》中提出吟诵法要求感情真挚、吐字清晰、节奏分明、行腔自然, 强调了教师在实施吟诵法时的要求和技巧。陆有富则在《传统吟诵在中国古典诗歌教学中的应用》中强调将吟诵引入课堂教学中的重要性, 指出吟诵可以增强学生对作品的理解和学习兴趣 。陈琴在《不妨试试吟诵法》中则从自身经验出发, 结合教学案例, 强调了吟诵法对学生学习兴趣和情感培养的积极影响。这些研究都对吟诵法的实施原则和重要意义进行了深入的探讨, 为教师在古诗词教学中运用吟诵法提供了指导和建议。
Recitation, as a traditional teaching method, has been widely discussed and applied in ancient poetry teaching. For example, Wu Wei emphasized the requirements and skills for teachers in implementing recitation methods in his work "On the Application of Traditional Recitation Methods in Ancient Poetry Teaching," emphasizing the need for sincere emotions, clear pronunciation, distinct rhythm, and natural intonation. Lu Youfu emphasized the importance of introducing recitation into classroom teaching in his work "The Application of Traditional Recitation in the Teaching of Chinese Classical Poetry," pointing out that recitation can enhance students' understanding of works and learning interest. Chen Qin, in "Why Not Try Recitation," based on personal experience and teaching cases, emphasized the positive impact of recitation on students' learning interest and emotional cultivation. These studies have conducted in-depth discussions on the implementation principles and significance of recitation methods, providing guidance and suggestions for teachers to use recitation methods in ancient poetry teaching.

6.6.2 古诗词情境教学法的研究 Study on the Contextual Teaching Method of Ancient Poetry

情境教学法作为一种注重情感与认知相结合的教学方法, 也在古诗词教学中得到了研究和应用。李吉林在《情感: 情境教育理论构建的命脉》中强调了情境教学将情感活动与认知活动相结合的重要性, 指出情感是情境教育的命脉。邹俊在《高中古诗词情境化教学策略探究》中提出了立足古诗词意境、充分利用现代信息技术、利用现实因素等情境化教学策略, 强调了教学内容与学生现实生活的结合。这些研究都从不同角度探讨了情境教学法的实践策略和应用效果, 为教师提供了丰富的教学思路和方法。
Situational teaching method, as a teaching method that emphasizes the combination of emotion and cognition, has also been studied and applied in the teaching of ancient poetry. Li Jilin emphasized the importance of combining emotional activities with cognitive activities in situational teaching in "Emotion: The Lifeline of Situational Education Theory Construction," pointing out that emotion is the lifeline of situational education. Zou Jun proposed situational teaching strategies based on the artistic conception of ancient poetry, fully utilizing modern information technology, and using real-life factors in "Exploration of Situational Teaching Strategies for High School Ancient Poetry," emphasizing the combination of teaching content and students' real-life experiences. These studies have explored the practical strategies and application effects of situational teaching methods from different perspectives, providing teachers with rich teaching ideas and methods.

6.6.3 其他 6.6.3 Others

除了吟诵法和情境教学法, 还有许多其他的教学方法在古诗词教学中得到了研究和探讨, 如讲授法、文本细读法等。这些方法的研究丰富了古诗词教学的教学手段和策略, 为提高教学效果和学生学习体验提供了理论支持和实践指导。随着研究的不断深入, 相信会有更多创新的教学方法涌现, 进一步丰富古诗词教学的多样性和有效性。
In addition to recitation and situational teaching methods, many other teaching methods have been studied and discussed in ancient poetry teaching, such as lecturing method and close reading method. The research on these methods enriches the teaching methods and strategies of ancient poetry teaching, providing theoretical support and practical guidance for improving teaching effectiveness and student learning experience. With the continuous deepening of research, it is believed that more innovative teaching methods will emerge, further enriching the diversity and effectiveness of ancient poetry teaching.

7. 深度学习在语文教学中的应用 7. The Application of Deep Learning in Chinese Language Teaching

深度学习在语文教学中的应用是一个新兴领域, 对初中古诗词教学的研究尤其具有启发性和实践意义。目前的研究主要集中在深度学习理论的引入和相应的教学策略上。这些研究为教师提供了丰富的教学方法和策略, 以促进学生对古诗词的深入理解和感悟。以下是对相关研究的综述:
The application of deep learning in Chinese language teaching is an emerging field, especially inspiring and practical for the study of ancient poetry teaching in junior high school. Current research mainly focuses on the introduction of deep learning theory and corresponding teaching strategies. These studies provide teachers with a wealth of teaching methods and strategies to promote students' in-depth understanding and appreciation of ancient poetry. Here is a review of relevant research:

7.1 深度学习理论在初中古诗词教学中的应用 The Application of Deep Learning Theory in the Teaching of Ancient Poetry in Junior High School

研究者对深度学习理论在初中古诗词教学中的应用进行了探索和分析。例如,高学丽提出了多种教学策略, 包括读写结合、创设情境、课堂留白、提升素养、方法灵活等, 旨在激发学生的学习兴趣和思维深度。董云则着眼于教师的角色,提出了提高专业素养、跨学科整合和重视教学对话等策略, 以促进教师的教学水平和能力。李敏通过具体的调查案例, 提出了确定高阶教学目标、整合古诗词知识、利用问题驱动课堂等策略建议, 以实现深度学习在古诗词教学中的有效应用。
Researchers have explored and analyzed the application of deep learning theory in the teaching of ancient poetry in junior high school. For example, Gao Xueli proposed various teaching strategies, including integrating reading and writing, creating scenarios, leaving space in the classroom, enhancing literacy, and flexible methods, aiming to stimulate students' interest in learning and deepen their thinking. Dong Yun focused on the role of teachers, proposing strategies such as improving professional literacy, interdisciplinary integration, and emphasizing teaching dialogue to promote teachers' teaching level and ability. Li Min, through specific investigation cases, proposed strategies such as setting high-level teaching goals, integrating knowledge of ancient poetry, and using problem-driven classrooms to achieve effective application of deep learning in the teaching of ancient poetry.

7.2 教学策略的提出和实践 The Proposal and Practice of Teaching Strategies

在深度学习理论的指导下, 研究者提出了多种具体的教学策略, 并结合实际案例进行了探讨和验证。例如, 董云以<行路难>为例, 探析了深度学习在古诗词教学中的具体实践路径。李文杰从提升学生的审美鉴赏素养出发, 提出了读、品、悟的教学路径, 旨在培养学生对古诗词的深入理解和欣赏能力。这些教学策略既注重了理论的指导, 又强调了实践的操作性, 为一线教师提供了可行的方法和思路。
Under the guidance of deep learning theory, researchers have proposed various specific teaching strategies and discussed and verified them with practical cases. For example, Dong Yun took "The Difficult Path" as an example to analyze the specific practical path of deep learning in the teaching of ancient poetry. Li Wenjie, starting from enhancing students' aesthetic appreciation, proposed a teaching path of reading, appreciating, and understanding, aiming to cultivate students' in-depth understanding and appreciation of ancient poetry. These teaching strategies not only focus on theoretical guidance but also emphasize practical operability, providing feasible methods and ideas for frontline teachers.

7.3 研究成果的借鉴和参考意义 7.3 The reference and significance of research results

这些研究成果对于当前古诗词教学的改革和提升具有重要的借鉴和参考意义。通过深度学习理论的引入, 可以促进古诗词教学内容的深入挖掘和拓展, 激发学生的学习兴趣和创造力。教学策略的提出和实践则为教师提供了丰富的教学
These research results are of great reference and significance for the reform and improvement of current ancient poetry teaching. The introduction of deep learning theory can promote the in-depth exploration and expansion of the content of ancient poetry teaching, stimulate students' interest and creativity. The proposal and practice of teaching strategies provide teachers with rich teaching ideas and methods, which help improve the quality and effectiveness of ancient poetry teaching.
思路和方法, 有助于提高古诗词教学的质量和效果。
Related theoretical basis

8.小结 Chapter 8

总的来说, 深度学习在初中古诗词教学中的应用研究虽然仍处于初级阶段,但已经取得了一定的成果。未来的研究可以进一步深入探讨深度学习理论与古诗词教学的结合, 开发更多有效的教学策略和方法, 为提升古诗词教学的品质和水平提供更加坚实的理论支持和实践指导。但当前的研究现状显示了在深度学习与古诗词教学领域存在一些不足之处。具体来说, 可以总结为以下几点:在深度学习方面, 研究者主要集中在深度学习的内涵、特征和策略上, 较少将其与初中古诗词教学相结合, 这限制了对深度学习在古诗词教学中的应用与探索。
In general, although the application research of deep learning in junior high school ancient poetry teaching is still in its early stages, it has achieved certain results. Future research can further explore the integration of deep learning theory with ancient poetry teaching, develop more effective teaching strategies and methods, and provide more solid theoretical support and practical guidance for improving the quality and level of ancient poetry teaching. However, the current research status shows some shortcomings in the field of deep learning and ancient poetry teaching. Specifically, it can be summarized as follows: In terms of deep learning, researchers mainly focus on the connotation, features, and strategies of deep learning, and less on its combination with junior high school ancient poetry teaching, which limits the application and exploration of deep learning in ancient poetry teaching.
(1) 对于古诗词教学的研究, 大多数研究者更倾向于分析教学策略, 而较少针对古诗词教学设计的优化进行深入研究, 导致教学内容和方法的创新不够。
(1) For research on ancient poetry teaching, most researchers tend to analyze teaching strategies, rather than conduct in-depth research on the optimization of ancient poetry teaching design, leading to insufficient innovation in teaching content and methods.
(2) 关于古诗词教学策略的研究多以碎片化的策略建议为主, 缺乏以具体课文篇目为例进行完整教学设计的研究, 这使得实际教学中的指导性和操作性受到一定限制。
The research on teaching strategies for ancient poetry often focuses on fragmented strategies, lacking studies that provide complete teaching designs using specific texts as examples. This limitation restricts the guidance and operability in actual teaching.
基于上述分析和总结, 本论文将以《课标》、深度学习理论以及社会建构主义为理论依据, 并结合文献分析、调查问卷、访谈等多种研究手段, 旨在解决深度学习理论视域下初中古诗词教学设计的现存问题, 并提出相应的解决策略。通过理论与实践的结合, 本论文旨在为一线教师提供必要的借鉴与指导, 推动学生全面发展的教育目标。
Based on the above analysis and summary, this paper will use the "Curriculum Standards," deep learning theory, and social constructivism as theoretical basis, and combine literature analysis, survey questionnaires, interviews, and other research methods to address the existing problems in the design of junior high school ancient poetry teaching under the perspective of deep learning theory, and propose corresponding solutions. Through the combination of theory and practice, this paper aims to provide necessary reference and guidance for frontline teachers, promoting the educational goal of comprehensive student development.

二、相关理论依据 思路和方法, 有助于提高古诗词教学的质量和效果。

1. 概念界定及研究依据 1. Concept Definition and Research Basis

在研究的初期, 对于“深度学习”这一概念的明确定义以及不同学者对其理解的阐释至关重要。本章将围绕着这一核心内容展开讨论, 并深入探讨深度学习理论、《课标》以及社会建构主义这三个研究依据的内涵和关联。
In the early stage of research, it is crucial to have a clear definition of the concept of "deep learning" and to explore the interpretations of different scholars. This chapter will discuss this core content and delve into the connotations and relationships of deep learning theory, the "Curriculum Standard," and social constructivism as three research bases.

1. 1 概念界定 1.1 Concept Definition

对于“深度学习”的概念界定, 需要考虑到不同学者对此的看法。马顿和赛尔乔在教育领域首次提出了“深度学习”的概念, 强调它与传统学习方式的差异。他们认为, 深度学习不仅仅是对知识的表面接受和记忆, 更重要的是对知识的理解和深入思考, 以及将这些知识应用到实际情境中解决问题的能力。这种学习方式注重学生的主动性和批判性思维, 追求对知识的深度加工。
For the definition of "deep learning", it is necessary to consider the views of different scholars. Morton and Sergio first proposed the concept of "deep learning" in the field of education, emphasizing its difference from traditional learning methods. They believe that deep learning is not only the surface acceptance and memory of knowledge, but more importantly, the understanding and deep thinking of knowledge, as well as the ability to apply these knowledge to solve problems in practical situations. This learning method emphasizes students' initiative and critical thinking, and pursues the depth processing of knowledge.
在我国教育领域, 何玲和黎加厚教授对深度学习进行了进一步的定义和解释。他们认为, “深度学习是在理解学习的基础上, 学习者能够批判性地学习新的思想和事实 ”, 并将它们融入到原有的认知结构中, 能够在不同思想之间建立联系, 并将已有的知识应用到新的情境中, 进行决策和问题解决的学习方式。这种观点强调了深度学习的跨学科性和能力培养的重要性[1]。钟启泉教授从课堂教学的角度对深度学习进行了解释。他指出, “深度学习并不是简单地传递知识,而是通过引导学生从问题出发, 探索思考和解决问题的过程。教师在这个过程中扮演着引导者和评价者的角色, 帮助学生建立起知识和技能的框架, 并进行深入的学习和探究活动” [2]。刘月霞和郭华对深度学习也有独特的见解。他们将深度学习定义为围绕着具有挑战性的学习主题展开的全身心积极参与、体验成功并获得发展的有意义学习过程。这种观点强调了 “学习过程中的积极性和体验性, 认为学生在解决具有挑战性的问题时可以获得成长和发展 ”。
In the field of education in China, Professor He Ling and Professor Li Jiahou further defined and explained deep learning. They believe that "deep learning is based on understanding learning, and learners can critically learn new ideas and facts ", and integrate them into their existing cognitive structures, establish connections between different ideas, and apply existing knowledge to new situations for decision-making and problem-solving learning. This view emphasizes the interdisciplinary nature of deep learning and the importance of ability training [1]. Professor Zhong Qiquan explained deep learning from the perspective of classroom teaching. He pointed out that "deep learning is not simply the transmission of knowledge, but through guiding students to start from problems, exploring thinking and problem-solving processes. Teachers play the role of guides and evaluators in this process, helping students establish frameworks of knowledge and skills, and conducting in-depth learning and exploration activities" [2]. Liu Yuexia and Guo Hua also have unique insights into deep learning. They define deep learning as a meaningful learning process that revolves around challenging learning topics, actively participates with the whole body and mind, experiences success, and achieves development. This view emphasizes the "positivity and experientiality in the learning process, and believes that students can gain growth and development when solving challenging problems ".
[1] 何玲, 黎家厚, 促进学生深度学习[J].现代教学, 2005 (5) : 29.
[1] He Ling, Li Jiahou, Promoting Students' Deep Learning. Modern Teaching, 2005 (5): 29.
[2] 钟启泉.深度学习: 课堂转型的标识[J].全球教育展望, 2005 (1)：14.
[2] Zhong Qiquan. Deep Learning: The Sign of Classroom Transformation[J]. Global Education Outlook, 2005 (1): 14.
[3] 刘月霞, 郭华.深度学习: 走向核心素养 (理论普及读本) [M].北京: 教育科学出版社, 2018: 32 .
[3] Liu Yuexia, Guo Hua. Deep Learning: Towards Core Literacy (Theoretical Popular Science Reader) [M]. Beijing: Education Science Press, 2018: 32.
总体而言, 不同学者对深度学习的理解涵盖了知识加工深度、跨学科联系、问题解决能力、积极体验等多个方面。这些不同的视角和解释为我们理解深度学
Overall, different scholars' understanding of deep learning covers multiple aspects such as knowledge processing depth, interdisciplinary connections, problem-solving abilities, positive experiences, etc. These different perspectives and explanations help us understand deep learning.
习提供了多元化的思考路径和理论支撑。在后续研究中, 我们将结合深度学习理论、教育《课标》以及社会建构主义等研究依据, 探讨深度学习在初中古诗词教学中的应用, 以促进学生的全面发展和素养提升。综合以上学者对深度学习的不同观点, 可以看出每位学者都从不同的角度出发进行概念界定, 突出了深度学习的多维特性。然而, 在考虑古诗词教学设计和初中语文教学的实际需求时, 本论文倾向于采用刘月霞和郭华对深度学习的定义。根据他们的观点, 深度学习被理解为一种引领学生参与挑战性学习主题的过程, 其中包括全身心投入、成功体验以及发展成长的有意义学习体验。在这个过程中, 学生不仅仅掌握了学科核心知识, 更加重要的是理解了学习的本质和过程, 掌握了学科的基本思维方法和价值观, 形成了积极的学习动机和态度。他们成为具有独立思考、批判精神和创造能力, 同时又具备合作精神和坚实基础的优秀学习者, 为未来的社会实践做好充分准备。
Xi Jinping provides diversified thinking paths and theoretical support. In subsequent research, we will combine deep learning theory, educational curriculum standards, and social constructivism research basis to explore the application of deep learning in the teaching of ancient poetry in junior high school, in order to promote students' comprehensive development and literacy improvement. From the perspectives of various scholars on deep learning, it can be seen that each scholar defines the concept from different angles, highlighting the multidimensional characteristics of deep learning. However, when considering the actual needs of designing ancient poetry teaching and junior high school Chinese language teaching, this paper tends to adopt the definition of deep learning by Liu Yuexia and Guo Hua. According to their views, deep learning is understood as a process that leads students to engage in challenging learning topics, including wholehearted involvement, successful experiences, and meaningful learning experiences for development and growth. In this process, students not only master the core knowledge of the subject, but more importantly, understand the essence and process of learning, grasp the basic thinking methods and values of the subject, form positive learning motivation and attitude. They become outstanding learners with independent thinking, critical spirit, creativity, cooperative spirit, and solid foundation, fully prepared for future social practices.
这种对深度学习的理解, 符合当前教育理念和初中语文教学的要求。在古诗词教学中, 深度学习的应用能够激发学生对文学的兴趣, 引导他们深入思考诗歌的内涵和意义, 提升他们的审美情感和文学鉴赏能力。同时, 这也符合《课标》和社会建构主义的理念, 强调学生的主体性和实践性, 在教师的引导下, 学生能够通过参与挑战性的学习任务, 建构自己的知识体系和思维模式, 形成积极的学习态度和价值观。因此, 本论文将基于刘月霞和郭华对深度学习的定义, 结合古诗词教学设计和初中语文教学的实际需求, 探讨深度学习在古诗词教学中的应用策略。通过设计具有挑战性和意义性的学习任务, 引导学生全面参与、体验成功,并获得成长和发展, 从而培养他们成为具有批判性思维、合作精神和文学素养的优秀学习者, 为未来的社会实践做出积极贡献。
This understanding of deep learning is in line with current educational concepts and the requirements of junior high school Chinese language teaching. In the teaching of ancient poetry, the application of deep learning can stimulate students' interest in literature, guide them to think deeply about the connotation and meaning of poetry, enhance their aesthetic emotions and literary appreciation abilities. At the same time, this also conforms to the curriculum standards and the concept of social constructivism, emphasizing the subjectivity and practicality of students. Under the guidance of teachers, students can construct their own knowledge system and thinking mode through participating in challenging learning tasks, forming positive learning attitudes and values. Therefore, this paper will explore the application strategies of deep learning in the teaching of ancient poetry based on the definition of deep learning by Liu Yuexia and Guo Hua, combined with the actual needs of designing ancient poetry teaching and junior high school Chinese language teaching. By designing challenging and meaningful learning tasks, guiding students to fully participate, experience success, and achieve growth and development, they will be cultivated as excellent learners with critical thinking, cooperative spirit, and literary literacy, making positive contributions to future social practices.

1.2 研究依据 1.2 Research Basis

1.2.1《课标》的重要性和适用性 The Importance and Applicability of "Curriculum Standards"

《课标》作为教育教学的指导文件, 对于深度学习的实践具有重要意义。它不仅是学校教育工作的指导性文件, 更是教师们开展教学活动的基础依据。根据《课标》的指导要求, 教师可以有针对性地设计教学内容和活动, 促进学生深度学习的发展。例如, 在古诗词教学中, 《课标》明确了学生需要掌握的基础知识和能力, 教师可以据此设计情境化的教学活动, 引导学生进行深入思考和探索,
The curriculum standards, as a guiding document for education and teaching, are of great significance for the practice of deep learning. It is not only a guiding document for school education work, but also the basic basis for teachers to carry out teaching activities. According to the requirements of the curriculum standards, teachers can design teaching content and activities in a targeted manner to promote the development of students' deep learning. For example, in the teaching of ancient poetry, the curriculum standards clearly define the basic knowledge and abilities that students need to master, based on which teachers can design situational teaching activities to guide students to think deeply and explore.
达到深度学习的目的。 Achieve the goal of deep learning.
(1) 《课标》的重要性, 它为教师提供了统一的教学目标和标准, 有助于教师对教学内容和教学活动进行有效的设计和安排。通过遵循《课标》, 教师可以保证教学内容的全面性和系统性, 确保学生在学习过程中获得全面发展。
(1) The importance of "curriculum standards", which provides teachers with unified teaching objectives and standards, helps teachers to effectively design and arrange teaching content and activities. By following the "curriculum standards", teachers can ensure the comprehensiveness and systematic nature of teaching content, and ensure that students achieve comprehensive development in the learning process.
(2) 《课标》也为学生提供了学习的指导方向, 使他们清楚了解到自己需要掌握的知识和技能, 有利于形成系统完整的学习结构。
(2) The "curriculum standards" also provide students with a direction for learning, enabling them to clearly understand the knowledge and skills they need to master, and help them form a systematic and complete learning structure.
（3）对于《课标》的适用性, 它具有普适性和灵活性。普适性体现在《课标》所提出的教学目标和标准适用于全国范围内的各个学校和教学环境, 为教育教学工作提供了统一的依据。同时, 灵活性则体现在教师可以根据自己所在学校的实际情况和学生的特点, 有针对性地调整和完善教学内容和教学活动, 使之更符合学生的学习需求和发展水平。
(3) Regarding the applicability of the "Curriculum Standard," it is universal and flexible. Universality is reflected in the fact that the teaching objectives and standards proposed in the "Curriculum Standard" are applicable to schools and teaching environments nationwide, providing a unified basis for educational work. At the same time, flexibility is reflected in the fact that teachers can adjust and improve teaching content and activities according to the actual situation of their own schools and the characteristics of students, making it more in line with students' learning needs and developmental levels.

1.2.2 社会建构主义的教学理念 The Teaching Philosophy of Social Constructivism

社会建构主义强调学习是一个社会性的过程, 学生通过与他人的互动和合作,构建自己的知识体系。在深度学习的实践中, 教师可以运用社会建构主义的理念,创设有利于学生合作、交流和分享的教学环境, 激发学生的学习兴趣和动机, 促进他们深度学习的发展。
Social constructivism emphasizes that learning is a social process, and students construct their own knowledge system through interaction and cooperation with others. In the practice of deep learning, teachers can apply the concept of social constructivism to create a teaching environment conducive to student cooperation, communication, and sharing, stimulate students' interest and motivation for learning, and promote their deep learning development.
（1）社会建构主义强调学习的社会性。学生通过与他人的互动和交流, 共同探讨问题、解决问题, 从而形成更加深入和完整的认知结构。在古诗词教学中,教师可以设计小组合作、讨论、分享等活动, 让学生之间相互交流和启发, 共同构建知识的认知结构。
(1) Social constructivism emphasizes the social nature of learning. Students discuss and solve problems together through interaction and communication with others, thereby forming a more in-depth and complete cognitive structure. In the teaching of ancient poetry, teachers can design activities such as group cooperation, discussion, and sharing, allowing students to communicate and inspire each other, collectively constructing the cognitive structure of knowledge.
（2）社会建构主义强调学习的合作性。学生通过合作学习, 可以相互促进、共同进步, 达到知识的共建和共享。在教学实践中, 教师可以组织学生进行小组合作项目、课堂分享展示等活动, 促进学生之间的合作与交流, 实现深度学习的目标。
(2) Social constructivism emphasizes the cooperativeness of learning. Through collaborative learning, students can promote each other, progress together, and achieve the co-construction and sharing of knowledge. In teaching practice, teachers can organize students to engage in group cooperative projects, classroom sharing presentations, and other activities to promote cooperation and communication among students, achieving the goal of deep learning.
综上所述, 《课标》作为教学的指导文件, 能够指导教师有序开展深度学习的教学活动; 而社会建构主义的教学理念则为教师提供了有效的教学策略和方法,促进学生在合作与交流中实现深度学习的目标。因此, 在探讨深度学习在古诗词教学中的应用策略时, 需要结合《课标》和社会建构主义的理念, 设计具有挑战性和意义性的学习任务, 并营造良好的学习环境, 引导学生全面参与、体验成功,
In conclusion, the "Curriculum Standards" as a teaching guideline can guide teachers to carry out deep learning teaching activities in an orderly manner; while the teaching philosophy of social constructivism provides teachers with effective teaching strategies and methods, promoting students to achieve the goal of deep learning through cooperation and communication. Therefore, when discussing the application strategies of deep learning in the teaching of ancient poetry, it is necessary to combine the "Curriculum Standards" and the concept of social constructivism, design challenging and meaningful learning tasks, create a good learning environment, and guide students to fully participate and experience success, achieving the goal of deep learning.
实现深度学习的目标。 Achieving the goal of deep learning.

1.2.3 深度学习理论在教学实践的适用性 The Applicability of Deep Learning Theory in Teaching Practice

深度学习的本质与变式是关于学习对象的深度加工, 这一特征在教学实践中具有重要意义。首先, 我们要明确“本质与变式”的含义：学生需要能够准确把握知识的本质属性, 并在此基础上推导出各种变化和变式。这就要求学生具备灵活而深入的思维品质, 能够深入挖掘知识的内在联系和本质属性。教师在教学设计中需要注重引导学生进行深度思考和探索, 同时提供典型的案例和反例, 帮助学生全面理解知识的本质和变化规律。
The essence and variations of deep learning are about the deep processing of learning objects, which is of great significance in teaching practice. First of all, we need to clarify the meaning of "essence and variations": students need to accurately grasp the essential attributes of knowledge and derive various changes and variations based on this. This requires students to have flexible and in-depth thinking qualities, be able to explore the intrinsic connections and essential attributes of knowledge. Teachers need to focus on guiding students to think deeply and explore in teaching design, while providing typical cases and counterexamples to help students fully understand the essence of knowledge and the laws of variation.
在教学活动中, 教师可以采用各种启发性的问题和情境设置, 引导学生进行深度思考和交流。通过讨论、分析、总结等活动, 激发学生的思维活跃性和创造性, 帮助他们更好地把握知识的本质与变式。同时, 教师还可以设计一些具有挑战性和启发性的任务和项目, 让学生在实践中运用所学知识, 从而更好地理解和应用知识的本质和变化规律。另外, 深度学习还强调学生要具备运用知识的能力,即将所学知识转化为实践能力。这就涉及到“迁移与运用”的概念。学生需要能够将在学习过程中所获得的知识和技能应用到实际问题中, 解决现实生活中的挑战和困难。因此, 教学活动不仅要求学生掌握知识的本质和变式, 还要求他们能够灵活运用这些知识, 发挥创造性和解决问题的能力。最后, 对于学生的评价和价值观的培养也是深度学习不可或缺的一部分。教学活动应该注重对学生综合能力的评价, 包括对其对知识本质的理解和运用能力的评价, 以及对其批判思维、创造性思维等高阶思维能力的评价。同时, 教学活动还应该注重对学生的价值观的培养, 引导他们形成正确的人生观、价值观, 培养积极向上的人格品质和社会责任感。
In teaching activities, teachers can use various inspiring questions and situational settings to guide students to think deeply and communicate. Through activities such as discussions, analysis, and summarization, students' thinking activity and creativity are stimulated, helping them better grasp the essence and variations of knowledge. At the same time, teachers can also design challenging and inspiring tasks and projects for students to apply the knowledge they have learned in practice, thus better understanding and applying the essence and laws of variation of knowledge. In addition, deep learning also emphasizes that students should have the ability to apply knowledge, that is, to transform the knowledge learned into practical skills. This involves the concept of "transfer and application". Students need to be able to apply the knowledge and skills acquired in the learning process to practical problems, solving challenges and difficulties in real life. Therefore, teaching activities not only require students to master the essence and variations of knowledge but also require them to flexibly apply this knowledge, demonstrate creativity, and problem-solving abilities. Finally, the cultivation of students' evaluation and values is also an indispensable part of deep learning. Teaching activities should focus on the comprehensive evaluation of students' abilities, including evaluating their understanding and application abilities of the essence of knowledge, as well as evaluating their critical thinking, creative thinking, and other higher-order thinking abilities. At the same time, teaching activities should also focus on cultivating students' values, guiding them to form correct outlooks on life and values, and cultivating positive personality traits and a sense of social responsibility.
总的来说, 深度学习的本质与变式、迁移与运用以及价值与评价这三个特征相互交融、相互促进, 在教学实践中共同构成了一个完整的教学体系, 有助于促进学生综合能力的全面提升, 为他们未来的发展打下坚实的基础。
In general, the essence and variations, transfer and application, as well as value and evaluation of deep learning, these three characteristics blend and promote each other, jointly forming a complete teaching system in teaching practice, which helps promote the comprehensive improvement of students' abilities and lay a solid foundation for their future development.

2. 《义务教育语文课程标准（2024 年版）》
2. "National Curriculum Standards for Compulsory Education (2024 Edition)"

《课标》明确了语文教学在义务教育阶段时代新人培养方面的具体要求, 特别是在核心素养的培养、文学作品阅读和鉴赏等方面提出了具体指导。首先, 《课标》明确指出“语文教学应该引导学生热爱国家通用语言文字, 通过实际的语言
The 'Curriculum Standards' specify the specific requirements for Chinese language teaching in the era of cultivating new talents in compulsory education, especially in the cultivation of core literacy, reading and appreciation of literary works, etc. First of all, the 'Curriculum Standards' clearly point out that 'Chinese language teaching should guide students to love the national common language and characters, cultivate language application abilities through practical language contexts, enhance thinking quality, aesthetic consciousness, and strengthen understanding and recognition of excellent traditional culture and socialist advanced culture.' This requirement is also of great significance in the teaching of ancient poetry in junior high school. In addition, the 'Curriculum Standards' also make specific requirements for the reading and appreciation of literary works, 'requiring students to have their own emotional experiences, initially understand the connotations of the works, and gain insights into nature, society, and life from them.' This also has direct guiding significance for the teaching of ancient poetry in junior high school. Teachers should guide students to deeply understand the connotations of ancient poetry, cultivate students' emotional identification and love for ancient poetry, enhance their abilities in expressing beauty and creating beauty, stimulate their perception and pursuit of beauty.
运用情境, 培养语言文字运用能力, 并提升思维品质、审美意识, 增强对优秀传统文化和社会主义先进文化的理解和认识 [I]"。这一要求在初中古诗词教学中同样具有重要意义。另外, 《课标》对文学作品的阅读与鉴赏也提出了明确要求, “要求学生具有自己的情感体验, 初步领悟作品内涵, 并从中获得对自然、社会、人生的启示。[2] ”这对于初中古诗词教学也有着直接的指导意义。教师在教学中应该引导学生深入理解古诗词的内涵, 培养学生对古诗词的情感认同和热爱, 同时提升他们的表现美、创造美能力, 激发他们对美的感悟和追求。
Translation
总体而言, 《课标》对语文教学和文学作品阅读鉴赏的要求体现了对学生核心素养全面发展的关注。在初中古诗词教学中, 教师应该紧密结合《课标》的要求, 通过多种教学手段和方法, 引导学生全面提升在文化、语言、思维和审美等方面的核心素养, 从而培养具有文化自信和审美情趣的时代新人。
Overall, the "Curriculum Standards" reflect the requirements for Chinese language teaching and literary appreciation, emphasizing the comprehensive development of students' core literacy. In the teaching of ancient poetry in junior high school, teachers should closely integrate the requirements of the "Curriculum Standards," guide students to comprehensively enhance their core literacy in culture, language, thinking, and aesthetics through various teaching methods, and cultivate a new generation with cultural confidence and aesthetic taste for the times.
[1] 中华人民共和国教育部制定.义务教育语文课程标准 (2022 年版) [S].北京: 北京师范大学出版社, 2022: 1.
[1] Ministry of Education of the People's Republic of China. Curriculum Standards for Compulsory Education Chinese (2022 Edition) [S]. Beijing: Beijing Normal University Press, 2022: 1.
[2] 中华人民共和国教育部制定.义务教育语文课程标准 (2022 年版) [S].北京: 北京师范大学出版社, 2022: 14.
[2] Ministry of Education of the People's Republic of China. Curriculum Standards for Compulsory Education Chinese (2022 Edition) [S]. Beijing: Beijing Normal University Press, 2022: 14.

3. 社会建构主义理论 3. Social Constructivism Theory

社会建构主义理论的学生观强调了社会情境对学生认知与发展的影响。它认为, 学生在学习过程中需要借助社会情境作为重要资源, 而学生与学生、教师与学生之间的沟通和协作则是知识建构过程中不可或缺的环节。这种观点强调了学生作为社会个体的特殊性, 以及社会环境对其认知与发展的塑造作用。社会建构主义理论的学习观强调学习是一个有意义的过程, 需要学生在社会情境的复杂多样性中发挥主观能动性。学生在他人的协助下, 在自身已有知识经验的基础上进行学习, 并通过与比自己优秀的他人的交往和学习来提升自身能力。此外, 语言在学习过程中扮演着重要的角色, 是建构意义的关键工具之一。
Social constructivism theory's student view emphasizes the impact of social context on students' cognition and development. It believes that students need to use social context as an important resource in the learning process, and communication and collaboration between students and teachers are indispensable links in the knowledge construction process. This view emphasizes the uniqueness of students as social individuals, as well as the shaping role of the social environment on their cognition and development. The learning view of social constructivism theory emphasizes that learning is a meaningful process, requiring students to demonstrate subjectivity in the complex diversity of social contexts. With the assistance of others, students learn based on their existing knowledge and experience, and improve their abilities through interaction and learning from others who are more capable. In addition, language plays an important role in the learning process, being one of the key tools for constructing meaning.
综上所述, 社会建构主义理论以其独特的知识观、学生观和学习观为本论文的研究提供了坚实的理论基础和支持。
In conclusion, social constructivism theory provides a solid theoretical foundation and support for the research of this paper with its unique knowledge view, student view, and learning view.

三、研究方法 III. Research Methods

研究方法共有三种，分别为问卷调查法、文献分析法和访谈法。
There are three research methods, namely questionnaire survey method, literature analysis method, and interview method.

1. 问卷调查法 1. Questionnaire survey method

本论文采用自编问卷《深度学习理论视域下初中古诗词教学设计现状的问卷调查》 (见附录 一) , 其编写参考了《深度学习: 走向核心素养 (理论普及读本) 》中关于深度 学习特征的论述, 同时也借鉴了近几年被引率较高的硕博论文问卷的相关内容。调查问卷主要由两部分组成, 第一部分是基本信息, 对学生的年级和性别进行了统计。第二部分是问卷的主要部分, 主要围绕教学目标 (第 、、 题) 、教学过程 (第 、、、 题) 、教学内容 (第 、、、 题)、教学环节 (第 、、 题) 和教学评价 (第 、、 题) 五个维度, 共设置 18 道问题。调查问卷的对象是廊坊市 校初一、初 二、初三的学生。
This paper uses a self-designed questionnaire "Questionnaire Survey on the Current Situation of Junior Middle School Poetry Teaching Design from the Perspective of Deep Learning Theory" (see Appendix 1), which refers to the discussion of deep learning features in "Deep Learning: Towards Core Literacy (Theoretical Popular Science Reader)", and also draws on the content of questionnaire surveys in recent years with high citation rates in master's and doctoral theses. The survey questionnaire is mainly composed of two parts. The first part is basic information, which includes statistics on the grade and gender of students. The second part is the main part of the questionnaire, which mainly focuses on five dimensions: teaching objectives (Question 、、 ), teaching process (Question 、、、 ), teaching content (Question 、、、 ), teaching activities (Question 、、 ), and teaching evaluation (Question 、、 ), with a total of 18 questions. The survey questionnaire targets students in grades 7-9 at School in Langfang City.

示例一 深度学习理论视域下初中古诗词教学设计现状的问卷调查
Example 1: Questionnaire Survey on the Current Situation of Junior Middle School Poetry Teaching Design from the Perspective of Deep Learning Theory

同学你好! Hello, classmates!
非常感谢你参加本次问卷调查。本次调查目的主要是深入了解初中古诗词教学设计现状。问卷 采取不记名方式, 所有数据将仅用于本人毕业论文的撰写。你的真实想法和你所反映的实际情况, 将对进一步完善初中古诗词教学的研究具有宝贵的参考价值! 答案不分对错, 请大家用“ل”勾画 出自己认同的答案, 放心如实回答, 感谢你的支持和配合！祝你天天开心！好好学习！天天向上！
Thank you very much for participating in this survey. The main purpose of this survey is to gain an in-depth understanding of the current situation of teaching design of ancient poems in junior high school. The questionnaire is anonymous, and all data will only be used for the writing of my graduation thesis. Your true thoughts and the actual situation you reflect will have valuable reference value for further improving the research on the teaching of ancient poems in junior high school! There are no right or wrong answers, please use "ل" to mark your agreement with the answers, feel free to answer truthfully, thank you for your support and cooperation! Wish you a happy day! Study hard! Upward every day!

（一）基本信息 (1) Basic Information

1.你的年级是: 1. What grade are you in?
A. 初一 A. Grade 7
B. 初二 B. Grade 8
C.初三 C. Third year of junior high school
  1. 你的性别是: What is your gender:
A. 男 B.女 A. Male B. Female

（二）选择题（均为单选） (II) Multiple Choice Questions (All are single choice)

1.课上教师怎么讲解马致远的《天净沙 秋思》:
1. How did the teacher explain Ma Zhiyuan's "Tian Jing Sha Autumn Thoughts" in class?
A. 先讲意境, 再讲羁旅之愁和思乡之情等 A. First explain the artistic conception, then talk about the sorrows of being away from home and the feelings of homesickness, etc.
B. 先讲羁旅之愁和思乡之情等,再讲意境 B. Talk about the sorrows of being away from home and homesickness first, then talk about the artistic conception
C. 意境和情感融合在一起讲 D. 以上都不是
C. The fusion of artistic conception and emotions D. None of the above
  1. 你在赏析一首古诗词之时, 习惯: When you appreciate an ancient poem, do you tend to:
A. 先分析意境、语言等, 再分析情感等 B. 先分析情感等, 再分析意境、语言等
A. Analyze the artistic conception and language first, then analyze the emotions, etc. B. Analyze the emotions first, then analyze the artistic conception and language, etc.
C. 意境、语言和情感等一起分析 D. 以上都不是
C. Analyze the artistic conception, language, and emotions together D. None of the above
  1. 你在学习《次北固山下》的知识时是否会联系到 《观沧海》的相关知识:
    Do you relate the knowledge of "Under the North Fort" to the relevant knowledge of "Viewing the Ocean" when studying?
    A. 总是会 Always
    B. 经常会 Often
    C.偶尔会 Occasionally
    D. 从不会 Never
  2. 你对古诗词学习的态度是: What is your attitude towards learning ancient poetry?
    A. 非常喜欢 Very much like
    B.比较喜欢 Prefer B.
    C.一般喜欢 Prefer C.
    D. 不喜欢 Dislike D.
5.你在古诗词课上喜欢与教师互动吗: 5. Do you like to interact with the teacher in the classical poetry class?
A. 非常喜欢 A. Really like it
B.比较喜欢 B. Like it to some extent
C.一般喜欢 Generally like
D. 不喜欢 Dislike
  1. 你在学习古诗词知识时会产生痛苦或欣喜的体验感吗: Do you experience pain or pleasure when studying knowledge of ancient poetry?
    A. 总是会 Always
    B. 经常会 Often
    C.偶尔会 Occasionally
    D. 从不会 Never
  2. 你课下是否会主动学习课外古诗词: Do you actively study ancient poetry outside of class?
    A. 总是会 Always
    B. 经常会 B. Often
    C.偶尔会 C. Occasionally
    D. 从不会 D. Never
  3. 你对教师讲解的古诗词基础知识的理解程度是: Your understanding of the basic knowledge of ancient poetry explained by the teacher is:
61 深度学习理论视域下初中古诗词教学设计的优化研究
61 Optimization research on the design of junior high school ancient poetry teaching in the perspective of deep learning theory
62
A. B. C. D. 以下
A. B. C. D. Below
  1. 你对古诗词蕴含的情感理解的程度是: Your understanding of the emotions conveyed in ancient poetry:
    A. B.
    C.
    D. 以下 Below D.
  2. 你在学习古诗词的情感态度价值观之时, 是否会产生疑问:
    Do you have any questions when studying the emotional attitudes and values of ancient poetry?
    A. 总是会 A. Always
    B. 经常会 B. Often
    C.偶尔会 C. Occasionally
    D. 从不会 D. Never
  3. 你在学习古诗词的情感态度价值观之后, 是否会产生自己的理解;
    After studying the emotional attitudes and values of ancient poetry, will you develop your own understanding;
    A. 总是会 A. Always will
    B. 经常会 B. Often will
    C.偶尔会 Occasionally
    D. 从不会 Never
  4. 你通常习惯利用什么方法学习古诗词: What method do you usually use to study ancient poetry?
    A.反复抄写 A. Repeated copying
    B. 理解分析 B. Understanding and analyzing
    C.联想想象 C. Associating and imagining
    D. 反复诵读 D. Repeated reading
13.你认为你的古诗词知识成体系吗: 13. Do you think your knowledge of ancient poetry is systematic:
A. 非常成系统 A. Very systematic
B. 基本成系统 Basic and systematic
C. 较为零碎 Rather fragmented
D.十分零碎 Very fragmented
  1. 学习古诗词知识后你会在生活中应用吗: Will you apply the knowledge of ancient poetry in your life after learning it:
    A. 总是会 A. Always will
    B. 经常会 B. Often will
    C.偶尔会 Occasionally
    D. 从不会 Never
  2. 你是否会对自己的古诗词学习进行反思, 从而有所收获:
    Do you reflect on your study of ancient poetry and gain something from it?
    A. 每天反思, 很有收获 A. Reflecting every day, very rewarding
    B. 经常反思, 略有收获 B. Reflecting often, somewhat rewarding
    C.偶尔反思，少有收获 C. Reflecting occasionally, seldom rewarding
    D. 从不反思，没有收获 D. Never reflect, no gain
  3. 你最喜欢的下面哪个主体对你的学习进行评价: Which of the following subjects do you like the most to evaluate your learning:
A. 教师 A. Teacher
B. 同学 B. Student
C.家长 D.自己 C. Parent D. Self
  1. 教师在古诗词教学中最常让下面哪个主体对你的学习进行评价:
    In teaching ancient poetry, which subject is most commonly asked by teachers to evaluate your learning:
A. 教师 Teacher
B. 同学 Classmate
C.家长 Parent
D.自己 English Language
  1. 你会总结古诗词学习反思的方法吗: Do you know how to summarize and reflect on the learning of ancient poetry?
    A. 总是会 Always do.
    B. 经常会 B. Often
    C.偶尔会 C. Occasionally
    D. 从不会 D. Never

问卷内容结束, 再次衷心感谢你的配合! The questionnaire content ends, thank you again for your cooperation!

2. 文献分析法 2. Literature Analysis Method

本论文采用文献分析法对深度学习理论视域下初中古诗词教学设计进行研究, 文献 法贯穿研究始终。从选题到研究现状分析再到问卷设计和访谈提纲设计都离不开对已有文献的搜集、整理、分析与归纳。将“深度学习”和“初中古诗词教学, 等重点词语输入数据库进行检索, 按照被引次数由高到低, 并参照发表年份, 选取近十五年之内的有代表性有影响的文献, 进行阅读, 从中了解当前国内外深度学习理论和初中古诗词教学的研究现状和发展趋势。本论文还将《课标》和深度学习理论以及社会建构主义作为依据进行研究, 为研究提供必要的支持。
This paper adopts the literature analysis method to study the design of teaching ancient poetry in junior high school from the perspective of deep learning theory. The literature method runs through the whole research process. From topic selection to analysis of the current situation, and from questionnaire design to interview outline design, it is inseparable from the collection, organization, analysis, and summarization of existing literature. Key words such as "deep learning" and "teaching ancient poetry in junior high school" were input into the database for retrieval, and representative and influential literature from the past fifteen years was selected based on the number of citations and publication year. By reading these selected literature, the current research status and development trends of deep learning theory and teaching ancient poetry in junior high school at home and abroad were understood. This paper also conducts research based on the "Curriculum Standards," deep learning theory, and social constructivism to provide necessary support for the research.

3. 访谈法 3. Interview Method

本论文采用自编访谈提纲 (见附录 B), 对深度学习理论视域下初中古诗词教学设计现状进行调查, 弥补问卷调查的封闭性与局限性。选取新民市 校 6 位不同教龄不同性别的语文教师进行访谈, 以个别访谈法进行研究, 与调查问卷互相配合, 以更深入地了解初中古诗词教学设计的现状。本次访谈提纲主要围绕教学目标 (第 、、 题) 、教学过程 (第 、 题) 、教学内容（第 、、 8 题) 、教学环节 (第 9、10 题) 和教学评价 (第 、 题) 这五个维度,共设置了 12 道问题。
This paper adopts a self-compiled interview outline (see Appendix B) to investigate the current situation of junior high school ancient poetry teaching design from the perspective of deep learning theory, filling the closure and limitations of questionnaire surveys. Six Chinese language teachers with different teaching ages and genders from Xinmin City School were selected for interviews, and individual interview methods were used for research, in coordination with the survey questionnaire, to gain a deeper understanding of the current situation of junior high school ancient poetry teaching design. The interview outline mainly focuses on five dimensions: teaching objectives (Question 、、 ), teaching process (Question 、 ), teaching content (Questions 、、 to 8), teaching activities (Questions 9 and 10), and teaching evaluation (Question 、 ), with a total of 12 questions.

示例二 深度学习理论视域下初中古诗词教学设计现状的教师访谈
Example 2 Teacher Interview on the Current Situation of Junior High School Ancient Poetry Teaching Design from the Perspective of Deep Learning Theory

教龄：学历：任教年级：性别: Teaching experience: Education background: Grade taught: Gender:
1.您在古诗词教学目标设计之时会考虑哪些因素? 1. What factors do you consider when designing teaching objectives for ancient poetry and literature?
2.您认为将深度学习应用到初中古诗词教学中是否有必要？
2. Do you think it is necessary to apply deep learning to the teaching of ancient poetry and literature in junior high school?
3.您会在课前会了解学生古诗词学习的情况吗? Do you understand the students' learning situation of ancient poetry before class?
  1. 您在教学过程中是如何发挥教师的主导作用的? How do you exert the leading role of the teacher in the teaching process?
  2. 您在讲解古诗词时, 学生课堂参与度怎么样? How is the classroom participation of students when you explain ancient poetry?
6.什么因素会干扰您对教学内容的设计？ What factors will interfere with your design of teaching content?
  1. 您在教学时会注重对古诗词时代内涵的挖掘吗？ Do you focus on exploring the connotation of ancient poetry when teaching?
  2. 您在讲解古诗词的情感态度价值观之时, 会引导学生积极探索吗?
    When explaining the emotional attitudes and values of ancient poetry, do you guide students to actively explore?
  3. 您在古诗词教学时, 是怎样建构实践情境的? How do you construct practice scenarios in teaching ancient poetry?
  4. 您认为语文学习的实践情境包括哪几种? What do you think are the practice scenarios for Chinese language learning?
11.您认为评价的目的是什么? 11. What do you think is the purpose of evaluation?
12.您在古诗词教学时, 会注重评价方法的指导吗?
Do you pay attention to guidance on evaluation methods when teaching ancient poetry?

访谈内容结束，再次衷心感谢您的 The interview content is over. Thank you again from the bottom of my heart.

四、研究成果 IV. Research Results

1. 深度学习理论视域下初中古诗词教学设计的优化策略
1. Optimization Strategies for Junior High School Ancient Poetry Teaching Design in the Perspective of Deep Learning Theory

深度学习理论视域下的初中古诗词教学设计面临多方面挑战与改进空间。本章将从教学目标、教学过程、教学内容、教学环节和教学评价五个方面展开, 旨在探讨如何优化这一教学设计。
Junior high school ancient poetry teaching design in the perspective of deep learning theory faces various challenges and improvement opportunities. This chapter will explore how to optimize this teaching design from five aspects: teaching objectives, teaching process, teaching content, teaching activities, and teaching evaluation.

1. 1 目标优化: 精炼与连接
1.1 Objective Optimization: Refinement and Connection

目标优化涉及工具目标和人文目标的精炼与连接。在设计古诗词教学目标时,需要充分考虑学生的学情, 提炼出具体的工具和人文目标, 并确保目标间的连贯性和递进性。
Target optimization involves refining and connecting the goals of tools and humanities. When designing the teaching objectives of ancient poetry, it is necessary to fully consider the students' learning situation, extract specific goals of tools and humanities, and ensure the coherence and progression of the objectives.
    1. 1 深入分析学情, 精炼目标 1 In-depth analysis of the learning situation, refining objectives
很多时候, 教师容易被教材和《课标》中的要求所束缚, 忽略了对学生实际情况的深入分析。因此, 为了更好地精炼教学目标, 教师需要深入了解学生的古诗词知识储备、能力水平和情感态度。
Often, teachers are easily constrained by textbooks and requirements in the curriculum, neglecting in-depth analysis of students' actual situations. Therefore, in order to refine teaching objectives better, teachers need to have a deep understanding of students' knowledge reserves, ability levels, and emotional attitudes towards ancient poetry.
(1) 系统性学情分析 (1) Systematic analysis of learning situations
教师应该全面系统地分析学生的古诗词知识储备、鉴赏能力、创作能力、合作能力以及情感态度。这种分析需要结合学生的个性化特点, 不能一概而论。
Teachers should comprehensively and systematically analyze students' knowledge reserves, appreciation abilities, creative abilities, collaborative abilities, and emotional attitudes towards ancient poetry. This analysis needs to be combined with students' individual characteristics and cannot be generalized.
(2) 古诗词知识储备分析 (2) Analysis of knowledge reserve of ancient poetry
针对不同年级和不同学生群体, 教师需要了解学生对古诗词的基本认知和学习水平。比如, 在教学《渔家傲・秋思》时, 应根据学生对词体文学的熟悉程度,确定教学目标的具体内容，避免目标设置过高或过低。
Teachers need to understand students' basic cognition and learning level of ancient poetry for different grades and student groups. For example, when teaching "Fisherman's Pride・Autumn Thoughts", teachers should determine the specific content of teaching objectives based on students' familiarity with lyric literature to avoid setting objectives too high or too low.
(3) 古诗词能力分析 (3) Analysis of ancient poetry abilities
除了知识储备外, 学生的鉴赏能力、创作能力等也需要考虑。通过分析学生在这些方面的表现, 教师可以更好地指导学生的学习方向, 并制定符合实际情况的教学目标。
In addition to knowledge reserves, students' appreciation and creative abilities also need to be considered. By analyzing students' performance in these areas, teachers can better guide students' learning direction and set teaching goals that are in line with the actual situation.
1.1.2 工具和人文目标的精炼 1.1.2 Refinement of tools and humanistic goals
在深入学情分析的基础上, 教师可以精炼出适合学生发展的工具和人文目标。工具目标主要是指学生在古诗词学习过程中需要掌握的知识和技能, 而人文目标
Based on in-depth analysis of student learning situations, teachers can refine tools and humanistic goals that are suitable for student development. Tool goals mainly refer to the knowledge and skills that students need to master in the process of learning ancient poetry, while humanistic goals
则关注学生的情感态度和审美情感培养。 focus on students' emotional attitudes and aesthetic cultivation.

(1) 工具目标的设计 (1) Design of tool objectives

根据学生的知识储备和能力水平, 教师可以设计合适的工具目标, 帮助学生掌握古诗词的基本技能和方法。比如, 在教学《观沧海》时, 可以设置目标为 “反复诵读, 感悟诗歌语言之美”, 以提高学生对古诗词的感知能力。
Based on students' knowledge reserves and abilities, teachers can design appropriate tool objectives to help students master the basic skills and methods of ancient poetry. For example, when teaching "Viewing the Ocean," the objective can be set as "Repeated recitation, appreciating the beauty of poetic language" to enhance students' perceptual abilities towards ancient poetry.
(2) 人文目标的培养 (2) Cultivation of humanistic objectives
除了技能培养外, 教师还应该注重培养学生的情感态度和审美情感。通过情感引导和情感体验, 激发学生对古诗词的兴趣和热情, 提升其审美水平和文学修养。
In addition to skills training, teachers should also pay attention to cultivating students' emotional attitudes and aesthetic emotions. Through emotional guidance and emotional experience, students' interest and enthusiasm for ancient poetry can be stimulated, and their aesthetic level and literary accomplishment can be improved.
通过以上的学情分析和目标精炼, 教师可以更有针对性地开展古诗词教学,提高教学效果, 激发学生学习的热情与主动性。
Through the above analysis of the learning situation and refining of goals, teachers can carry out targeted teaching of ancient poetry, improve teaching effectiveness, and stimulate students' enthusiasm and initiative in learning.
（3）分析班级学生古诗词学习的整体个性 (3) Analyze the overall personality of students' learning of ancient poetry in the class.
古诗词教学中的班级学生个性分析是一项复杂而重要的任务。除了关注学生个体的特点外, 教师还需要了解班级整体的学生个性, 并根据不同班级的特点设计相应的教学目标和方法。这种个性化的教学方式可以更好地促进学生的学习兴趣和能力发展。
The analysis of individual student personalities in teaching ancient poetry is a complex and important task. In addition to focusing on the characteristics of individual students, teachers also need to understand the overall personality of the class and design corresponding teaching goals and methods based on the characteristics of different classes. This personalized teaching method can better promote students' interest and ability development.
首先, 班级学生个性分析需要考虑到学生的知识储备、能力水平和情感态度。每个学生都有自己独特的学习方式和思维习惯, 因此教师需要针对性地了解每个学生的特点, 从而更好地指导他们的学习。而在班级整体个性分析中, 则需要考虑到班级成员之间的相互影响和互动, 以及整体氛围对学习的影响。
First of all, the analysis of class student personalities needs to consider students' knowledge reserves, ability levels, and emotional attitudes. Each student has their own unique learning style and thinking habits, so teachers need to understand each student's characteristics in a targeted manner in order to better guide their learning. In the overall personality analysis of the class, it is necessary to consider the mutual influence and interaction between class members, as well as the influence of the overall atmosphere on learning.
一个班级的整体个性特点可能包括学生的活跃程度、合作意识、学习动机等方面。比如, 有些班级可能较为活跃, 学生们乐于表达自己的观点和想法, 这时教师可以多采用讨论和互动的教学方式, 激发学生的思维和创造力; 而有些班级可能比较内向, 学生们更喜欢独立思考和自主学习, 这时教师可以提供更多的自主学习空间和资源, 鼓励他们发挥自己的特长。针对不同班级的个性特点, 教师需要设计相应的教学目标和方法。比如, 在古诗词教学中, 可以通过多样化的教学方式来满足不同班级的学习需求。对于活跃型班级, 可以组织课堂讨论、小组合作等活动, 让学生们积极参与到教学中来, 从而提高他们的学习效果和兴趣;对于内向型班级, 则可以采用个性化指导、自主学习等方式, 让学生们在安静的
The overall personality characteristics of a class may include students' activity level, cooperation awareness, learning motivation, and other aspects. For example, some classes may be more active, and students are willing to express their own opinions and ideas. In this case, teachers can use more discussion and interactive teaching methods to stimulate students' thinking and creativity. For classes that are more introverted, students prefer independent thinking and self-directed learning. In this case, teachers can provide more self-directed learning space and resources, and encourage them to play to their strengths. For different class personality characteristics, teachers need to design corresponding teaching goals and methods. For example, in teaching ancient poetry, diversified teaching methods can be used to meet the learning needs of different classes. For active classes, activities such as classroom discussions and group cooperation can be organized to actively involve students in teaching, thereby improving their learning effectiveness and interest. For introverted classes, personalized guidance and self-directed learning can be used to allow students to learn in a quiet environment.
环境中更好地理解和吸收知识。此外, 教师在教学过程中还应该注意学生的情感态度。有些班级可能存在学习动力不足、情绪波动大等问题, 这时教师可以通过情感引导、情感教育等方式来帮助学生建立积极的学习态度和情感情绪, 从而提高他们的学习积极性和成绩。
Understanding and absorbing knowledge better in the environment. In addition, teachers should also pay attention to students' emotional attitudes during the teaching process. Some classes may have issues such as lack of learning motivation and large emotional fluctuations. In such cases, teachers can help students establish a positive learning attitude and emotional state through emotional guidance and education, thereby improving their learning enthusiasm and performance.
总而言之, 深入分析班级学生的整体个性是一项复杂而重要的工作。教师需要全面了解班级成员的特点和需求, 设计个性化的教学目标和方法, 从而更好地促进学生的全面发展和学习效果。
In conclusion, conducting in-depth analysis of the overall personalities of students in a class is a complex and important task. Teachers need to have a comprehensive understanding of the characteristics and needs of class members, design personalized teaching goals and methods, in order to better promote students' comprehensive development and learning effectiveness.

1.2 聚焦古诗词的文体特点, 加强教学目标的梯度性
1.2 Focus on the stylistic characteristics of ancient poetry, and strengthen the gradient of teaching objectives.

“梯度是描述事物在空间不均匀分布状况的一个概念” [1]。教学目标的梯度性指的是将不同古诗词的教学目标相互联系起来, 形成一个渐进式的学习路径,使学生在每一阶段都能够在前一个目标的基础上更深入地学习, 同时各个目标之间保持联系和衔接。这种目标梯度性的实现可以通过聚焦古诗词的文体特点来达成。
"Gradient is a concept that describes the uneven distribution of things in space" [1]. The gradient nature of teaching objectives refers to linking the teaching objectives of different ancient poems together to form a progressive learning path, enabling students to delve deeper into each stage based on the previous objective, while maintaining connections and coherence between each objective. This gradient nature of objectives can be achieved by focusing on the stylistic features of ancient poems.
[1] 李志清. 设计课前预习问题的策略[J]. 语文建设, 2008(02): 10.
[1] Li Zhiqing. Strategies for designing pre-class preview questions [J]. Language Construction, 2008(02): 10.

1.2.1 重点关注古诗词的情感 1.2.1 Focus on the emotions of ancient poetry

对于一首古诗词的教学目标可以设定为学生了解其基本背景和作者生平, 然后逐步引导学生深入理解诗歌的意境、揣摩诗人的情感表达方式, 最后达到能够运用诗歌语言进行创作或鉴赏的高层次目标。这样的目标设置可以使学生在学习过程中逐渐提高, 形成一个连贯的学习链条。通过加强不同古诗词教学目标之间的联系, 可以使学生更系统地理解和掌握古诗词的特点和表现方式, 培养他们更深层次的文学鉴赏能力和创作能力。教师在设计古诗词教学目标时应着重关注古诗词的情感表达。通过关注古诗词所在单元的主题和作用, 教师可以确保每一课的教学目标都与单元的主要教学目标相关联, 形成一个有机的教学体系。
The teaching objective of an ancient poem can be set as having students understand its basic background and the author's life, then gradually guiding students to deeply understand the poetic mood, to fathom the poet's way of emotional expression, and finally to reach the high-level objective of being able to create or appreciate poetry. Such objective setting can gradually enhance students' learning, forming a coherent learning chain. By strengthening the connections between different teaching objectives of ancient poems, students can systematically understand and master the characteristics and expressions of ancient poems, cultivating their deeper literary appreciation and creative abilities. When designing teaching objectives for ancient poems, teachers should focus on the emotional expression of ancient poems. By focusing on the theme and function of the unit where the ancient poem is located, teachers can ensure that the teaching objectives of each lesson are related to the main teaching objectives of the unit, forming an organic teaching system.
举例来说, 在部编本语文七年级上册的第一单元中, 有《春》《济南的冬天》《雨的四季》《古代诗歌四首》这四篇课文。教师在设计教学目标时应重点关注《古代诗歌四首》在本单元的作用。这些课文都强调用美丽的语言描绘四季美景,表达对自然的热爱和情感抒发。在学生学习了前三篇课文之后, 已经对情感表达的角度和方法有了一定的了解。因此, 教师可以将《古代诗歌四首》的教学目标设置为: “合作探究, 分析散文与诗歌情感表达的不同”, 以促使学生更深入地
For example, in the first unit of the seventh grade Chinese textbook, there are four texts: "Spring," "Winter in Jinan," "Four Seasons of Rain," and "Four Ancient Poems." Teachers should focus on the role of "Four Ancient Poems" in this unit when designing teaching objectives. These texts all emphasize using beautiful language to describe the beauty of the four seasons, expressing love for nature and emotions. After students have studied the first three texts, they already have a certain understanding of the perspective and methods of emotional expression. Therefore, teachers can set the teaching objective of "Four Ancient Poems" as "collaborative exploration, analyzing the differences in emotional expression between prose and poetry" to encourage students to delve deeper into understanding the emotional connotations of poetry.
理解诗歌的情感内涵。 Similarly, when teaching "Mountain Goat - Remembering the Past at Tongguan" in the ninth grade Chinese textbook, students have already studied other historical poems, such as "Chibi" and "Nanxiangzi - Remembering at Dengjinkou Beiguting." Teachers can deepen the teaching based on the previous explanations and reconstruct students' structure of learning ancient poetry. The teaching objective can be set as "in-depth comparison of 'Mountain Goat - Remembering the Past at Tongguan' with other historical poems" or let students summarize the characteristics of historical poems on the theme of remembering the past. Such objective setting helps strengthen students' understanding and application abilities in emotional expression in ancient poetry.
类似地, 在讲解部编本语文九年级下册的《山坡羊・潼关怀古》时, 学生已经学过咏史怀古的其他作品, 比如《赤壁》和《南乡子・登京口北固亭有怀》。教师可以在前面讲解的基础上进行深化, 重构学生的古诗词学习结构。可以将教学目标设置为: “深入比较《山坡羊 - 潼关怀古》与其他咏史怀古作品的异同” ,或者让学生总结咏史怀古主题的古诗词特点。这样的目标设置有助于加强学生对古诗词情感表达的理解和应用能力。

1.2.2 重点关注古诗词的意象 1.2.2 Focus on the imagery of ancient poetry

在教学古诗词时, 意象的理解是至关重要的, 因为它不仅是学生应该掌握的基础知识之一, 也是古诗词鉴赏中的重点和难点之一。意象的理解直接影响对古诗词内在情感和思想内涵的解读。因此, 在设计古诗词教学目标时, 教师应该注重对意象这一知识的衔接和延伸, 考虑学生已有的知识基础和即将要掌握的新知识。古诗词意象可以分为自然界的、社会生活的、人类自身的、人的创造物和人的虚构物等五类。在部编本初中语文教材中, 自然界的意象是最为常见的, 比如花、松柏、落花等。
When teaching ancient poetry, the understanding of imagery is crucial, as it is not only one of the basic knowledge that students should master, but also one of the key points and difficulties in the appreciation of ancient poetry. The understanding of imagery directly affects the interpretation of the inner emotions and thoughts of ancient poetry. Therefore, when designing teaching objectives for ancient poetry, teachers should pay attention to the connection and extension of knowledge about imagery, considering students' existing knowledge base and the new knowledge they are about to acquire. Imagery in ancient poetry can be divided into five categories: imagery from nature, imagery from social life, imagery related to human beings themselves, imagery of human creations, and imagery of human constructs. In the textbooks for junior high school Chinese language compiled by the Ministry of Education, imagery from nature is the most common, such as flowers, pine trees, falling petals, etc.
举例来说, 以自然界的 “花” 为例, 在教学龚自珍的《己亥杂诗 (其五)》时, 教师应该注意到学生在之前已经学过杜甫的《江南逢李龟年》, 对 “落花”这个意象有一定了解。因此, 在教学目标设计时, 教师可以不再将对 “落红” 这个意象的理解设置为难点, 也不需要过多地花费时间讲解意象的概念和分析方法。而是可以重点关注同一意象在不同古诗词中表达情感的差异, 引导学生在对比中对意象有更深入的理解。
For example, taking the imagery of "flowers" from nature, when teaching Gong Zizhen's "Miscellaneous Poems of Jihai (Part Five)", teachers should note that students have already studied Du Fu's "Meeting Li Guinian in Jiangnan" and have some understanding of the imagery of "falling petals". Therefore, when designing teaching objectives, teachers can skip setting the understanding of the imagery of "falling red petals" as a difficult point, and there is no need to spend too much time explaining the concept of imagery and analytical methods. Instead, they can focus on the differences in emotional expression of the same imagery in different ancient poems, guiding students to have a deeper understanding of imagery through comparison.
总之, 教师在设计目标时应考虑学生的整体知识结构和发展需求, 通过加强对意象的衔接和延伸, 注重不同古诗词的主题和意象之间的内在联系, 以及适时地引导学生对意象进行深入分析, 来加强教学目标的梯度性, 提升学生的古诗词鉴赏能力和情感表达能力。另外, 教师在教学过程中还可以通过多样化的教学方法, 如讨论、小组合作、课堂互动等, 激发学生的学习兴趣和主动性, 提高教学效果。同时, 应注重创设良好的学习环境, 提供有效的学习资源, 以营造良好的学习氛围, 促进学生全面发展。
In conclusion, when designing objectives, teachers should consider students' overall knowledge structure and developmental needs, strengthen the connection and extension of imagery, focus on the inherent connections between the themes and imagery of different ancient poems, and guide students to conduct in-depth analysis of imagery at the right time to enhance the gradient of teaching objectives, improve students' ability to appreciate and express emotions through ancient poetry. In addition, teachers can also stimulate students' interest in learning and initiative, improve teaching effectiveness through diversified teaching methods such as discussions, group cooperation, and classroom interactions. At the same time, it is important to create a good learning environment, provide effective learning resources, and foster a positive learning atmosphere to promote students' comprehensive development.

2. 过程优化: 精心设计学习活动, 鼓励共享与生成
2. Process Optimization: Carefully design learning activities, encourage sharing and creation

在优化教学过程时, 教师应精心设计学习活动, 不是一味追求难度和深度,而是要根据学生的学习需求和心理特点来设置活动, 以提高学习效率和激发学习动机。
When optimizing the teaching process, teachers should carefully design learning activities, not simply pursue difficulty and depth, but set activities based on students' learning needs and psychological characteristics to improve learning efficiency and stimulate learning motivation.

2. 1 设置符合学生学习心理特点的活动, 激活学习动机
2.1 Set activities that match students' learning psychological characteristics to activate learning motivation.

首先, 教师应根据学生好奇心、探索欲望和思维活跃等心理特点, 设计符合学生期待的学习活动。这些活动应该能够吸引学生的兴趣, 调动他们的学习主动性。例如, 可以设置办刊活动或演讲比赛等, 这些活动既能够激发学生的学习兴趣, 又能够培养他们的表达能力和合作意识。
First of all, teachers should design learning activities that meet students' expectations based on their curiosity, desire for exploration, and active thinking. These activities should be able to attract students' interest and stimulate their initiative in learning. For example, activities such as publishing newspapers or speech contests can not only stimulate students' interest in learning but also cultivate their expressive abilities and cooperative awareness.
重点是要明白, 并不是每个活动都需要深度加工, 而是要根据教学规律有节奏地展开。因此, 活动的设计应该考虑到学生的实际情况和学习进度, 不必刻意追求难度, 而是注重活动的实效性和学习效果。这样才能更好地激发学生的学习兴趣,提升他们的学习动力和积极性。
The key point is to understand that not every activity needs to be deeply processed, but should be carried out rhythmically according to the laws of teaching. Therefore, the design of activities should take into account students' actual situations and learning progress, not deliberately pursue difficulty, but focus on the practicality and learning effects of activities. Only in this way can students' interest in learning be better stimulated, and their learning motivation and enthusiasm be enhanced.

2. 1.1 创办诗刊 2.1.1 Establishing a Poetry Journal

在教学设计中, 创办古诗词刊物可以成为激发学生学习兴趣和动力的有效手段。这一举措有助于更好地符合学生的学习期待, 进而促进他们在古诗词学习方面的全面发展。要使这样的刊物更符合学生的期待, 需要在栏目设置、征稿要求和审稿体系方面进行精心设计和优化。
In instructional design, establishing publications of ancient poetry can be an effective way to inspire students' interest and motivation in learning. This initiative helps better meet students' learning expectations and further promotes their comprehensive development in the study of ancient poetry. To make such publications better meet students' expectations, careful design and optimization are needed in column settings, submission requirements, and review systems.
在栏目设置方面, 常设栏目如唐诗专栏、宋词专栏和元曲专栏等是基础内容,而特色栏目则可由学生根据时事热点或校园新闻自由设置。特色栏目的灵活设置能够更好地引发学生的学习兴趣和创造性思维。例如, 可以设置关于《中国诗词大会》节目的 “飞花令” 专栏, 由学生自主选择主题进行创作, 同时鼓励不同学习小组参与, 确保每期刊物都充满新鲜感和创意。
In terms of column settings, regular columns such as Tang Poetry Column, Song Ci Column, and Yuan Qu Column are the basic content, while featured columns can be freely set by students based on current events or campus news. The flexible setting of featured columns can better stimulate students' interest in learning and creative thinking. For example, a "Fei Hua Ling" column about the program "Chinese Poetry Competition" can be set up, where students can independently choose topics for creation, while encouraging participation from different study groups to ensure each publication is full of freshness and creativity.
其次, 对于征稿要求, 明确性和规范性至关重要。征稿要求应包括征稿目的、对象、要求、时间、审核方式、处理方式以及接收人和地址等内容。征稿要求的公示和清晰传达能够帮助学生准确把握投稿要求, 确保稿件的质量和符合性。
Secondly, for submission requirements, clarity and standardization are crucial. Submission requirements should include the purpose, target, requirements, deadline, review method, processing method, recipient, and address for submissions. Publicizing and clearly conveying submission requirements can help students accurately grasp the submission requirements, ensuring the quality and compliance of submissions.
最后, 在审稿体系方面, 需要多元化审稿主体, 包括教师、学生、家长、学校领导或校外专家等。审稿结果应公开, 明确反馈录用与否及理由, 以尊重学生劳动成果、维护学术公平和促进学生的进步。公开审稿结果也有助于激励学生更加努力地投入学习和创作。
Finally, in terms of the review system, a diverse range of reviewers is needed, including teachers, students, parents, school leaders, or external experts. The review results should be made public, with clear feedback on acceptance or rejection and reasons, to respect students' efforts, maintain academic fairness, and promote students' progress. Making the review results public also helps motivate students to work harder in their studies and creative endeavors.
通过这些优化措施, 学生创办的古诗词刊物可以更好地满足学生学习期待,促进学生全面发展。同时, 这也是教师引导学生主动参与学习、培养学生创造性思维和团队合作精神的有效途径。这种学习方式不仅有助于提高学生的古诗词学习兴趣, 还能培养学生的批判性思维、创新能力和团队协作意识, 从而更好地促进学生的学术和综合素养的提升。
Through these optimization measures, student-run publications of ancient poetry can better meet students' learning expectations and promote students' comprehensive development. At the same time, this is also an effective way for teachers to guide students to actively participate in learning, cultivate students' creative thinking, and foster a spirit of teamwork. This learning method not only helps increase students' interest in ancient poetry learning but also cultivates students' critical thinking, innovation, and teamwork awareness, thereby better promoting students' academic and overall literacy improvement.

2.1.2 设计古诗词相关的演讲活动 Speech activities related to ancient poetry design

(1) 古诗词相关的演讲活动的形式应该多样 (1) The forms of speech activities related to ancient poetry should be diverse.

教师可以通过多种形式的演讲活动来促进学生对古诗词的学习。这些形式包括照读式、背诵式和即兴式演讲。对于初中生而言, 照读和背诵是比较常见的形式, 因为这要求他们提前准备好内容并进行反复修改。而即兴演讲则更具挑战性,需要学生有较强的临场反应、语言表达能力以及对古诗词的深入了解。因此, 教师可以根据学生的能力和认知水平, 逐步引导他们从照读和背诵过渡到即兴演讲。这样的多样化形式能够更好地激发学生的学习兴趣和动力。
Teachers can promote students' learning of ancient poetry through various forms of speech activities. These forms include reading aloud, recitation, and impromptu speeches. For junior high school students, reading aloud and recitation are more common forms, as they require students to prepare content in advance and make repeated revisions. Impromptu speeches are more challenging, requiring students to have strong on-the-spot reactions, language expression abilities, and a deep understanding of ancient poetry. Therefore, teachers can gradually guide students from reading aloud and recitation to impromptu speeches based on their abilities and cognitive levels. Such diversified forms can better stimulate students' interest and motivation in learning.

（2）古诗词相关的演讲活动的内容应该丰富 (2) The content of speech activities related to ancient poetry should be rich.

在古诗词教学中, 丰富多彩的演讲活动可以有效激活学生的学习动机。对于对不同诗人感兴趣的学生, 可以设计以他们感兴趣的诗人为主题的演讲活动。比如, 对苏赋感兴趣的学生可以演讲苏赋的生平事迹、诗作风格等内容; 对李清照感兴趣的学生可以演讲李清照的诗歌意境、人生感悟等内容。通过这样的演讲活动, 学生不仅能深入了解自己感兴趣的诗人, 还能拓展对其他诗人的理解, 从而开阔古诗词学习的视野。
In the teaching of ancient poetry, a variety of speech activities can effectively activate students' learning motivation. For students interested in different poets, speech activities can be designed around poets they are interested in. For example, students interested in Su Shi can give speeches on Su Shi's life stories, poetic styles, and so on; students interested in Li Qingzhao can give speeches on Li Qingzhao's poetic imagery, life insights, and other content. Through such speech activities, students can not only deepen their understanding of poets they are interested in but also expand their understanding of other poets, thereby broadening their perspective on learning ancient poetry.
举例来说, 在北京市第四中学杜思聪老师设计的以“路上的风景”为话题的演讲活动中, 通过联系学生的日常生活, 激发了学生的兴趣和表达欲望。这种方法同样适用于古诗词教学中。比如, 在教授部编本语文九年级下册的《南乡子 登京口北固亭有怀》时, 教师可以通过演讲活动引导学生深入体会诗人辛弃疾当时的情感和背景。演讲内容可以涉及辛弃疾的生平经历、诗歌创作背景、作品内涵等多个方面, 不应限制学生的表达范围, 鼓励他们展示个性化的理解和见解。
For example, in the speech activity with the topic of "Scenery on the Road" designed by Teacher Du Sicong from Beijing No.4 High School, students' interest and desire to express themselves were stimulated by connecting with their daily lives. This method is also applicable to teaching ancient poetry. For instance, when teaching "Thinking of North Solidarity Pavilion When Climbing Jinling City in the South" from the Chinese textbook for Grade 9, Volume 2, the teacher can guide students to deeply understand the emotions and background of the poet Xin Qiji through speech activities. The content of the speech can cover multiple aspects such as Xin Qiji's life experience, the background of poem creation, and the connotation of the work. Students' expression range should not be limited, and they should be encouraged to show personalized understanding and insights.
学生可以通过联系自身生活经验, 先撰写演讲稿, 然后进行演讲活动。这种方式既能增加学生对古诗词的兴趣和理解, 也能培养他们的表达能力和创造力。演讲活动的丰富性和个性化将有效激发学生的学习热情, 使他们更加积极地投入
Students can write a speech draft by connecting with their own life experience and then deliver the speech. This approach can not only increase students' interest and understanding of ancient poetry, but also cultivate their expression and creativity. The richness and personalization of speech activities will effectively stimulate students' learning enthusiasm and make them more actively engaged in the study of ancient poetry.
到古诗词学习中。 In summary, speech activities can be a valuable tool for teaching ancient poetry, as they can help students connect with the content on a personal level and develop their language and presentation skills.

2. 2 通过学习共同体, 推动方法共享与体验生成
2.2 Promote method sharing and experience generation through learning communities

推动方法共享与体验生成是指教师在古诗词教学活动中, 应该鼓励学生积极主动共享自己有效的古诗词学习方法, 引导学生关注古诗词学习欣喜或者痛苦等体验的生成。推动方法共享和体验生成可以借助学习共同体。一个班级的几十名同学是一个学习共同体, 班级内部的几名同学也可以组成一个学习共同体。
Promoting method sharing and experience generation refers to encouraging students to actively share their effective methods of learning ancient poetry in teaching activities, and guiding them to pay attention to the generation of experiences such as joy or pain in learning ancient poetry. Promoting method sharing and experience generation can be achieved through learning communities. A class of dozens of students is a learning community, and several students within the class can also form a learning community.

2. 2. 1 建立差异性学习共同体
2.2.1 Establishing a differentiated learning community

促进学习共同体成员之间的相互学习, 需要建立差异性学习共同体。这种差异性指的是共同体成员之间在身份、地位和认知水平等方面的不同。教师应该根据学生在古诗词学习方面的差异, 合理分组, 建立起一个有机的学习共同体。在这个共同体中, 有些学生可能擅长古诗词的朗读, 有些则善于创作, 还有些可能在古诗词的艺术手法分析方面有独到见解。每个学生都有自己的特长, 同时也有着进步的空间。这种差异是学生进步的基础, 也是学习共同体有效运作的前提。在差异性学习共同体中, 教师需要深入了解每位学生在古诗词学习方面的水平,并保障建立共同体的公正和公开。在同一个共同体中, 每位成员都可以成为他人的学习对象, 也可以从他人身上学到知识和技能。为了促进这种相互学习, 教师可以通过主题班会、板报等形式, 引导学生分享自己的个性化学习方法和经验。这种分享不仅能够让学生更深入地理解彼此的优势和特长, 也能够促进学生之间的交流与合作, 共同提高古诗词学习的效果。
To promote mutual learning among members of the learning community, it is necessary to establish a diverse learning community. This diversity refers to the differences among community members in terms of identity, status, and cognitive levels. Teachers should group students reasonably based on their differences in learning classical poetry, and establish an organic learning community. In this community, some students may excel in reciting classical poetry, some may be good at composition, and others may have unique insights in analyzing the artistic techniques of classical poetry. Each student has their own strengths and room for improvement. These differences are the foundation for student progress and the prerequisite for the effective operation of the learning community. In a diverse learning community, teachers need to have a deep understanding of each student's level in learning classical poetry, and ensure the fairness and openness of building the community. In the same community, each member can be a learning object for others, and can also learn knowledge and skills from others. To promote this mutual learning, teachers can guide students to share their personalized learning methods and experiences through activities such as themed class meetings and bulletin boards. This sharing not only allows students to better understand each other's strengths and specialties, but also promotes communication and cooperation among students, collectively enhancing the effectiveness of learning classical poetry.
例如, 在一个差异性学习共同体中, 一位擅长古诗词朗读的学生可以与一位擅长创作的学生合作, 共同完成一次朗诵创作活动; 而另一组可能由擅长艺术手法分析的学生组成, 他们可以在一起探讨某一首古诗词的艺术特点和表现手法。通过这样的合作与交流, 不仅能够增进学生对古诗词的理解和欣赏, 还能够培养学生的团队合作意识和创新能力。这样的学习共同体不仅是知识的传递和获取,更是一种共同成长和进步的体验。
For example, in a diverse learning community, a student who excels in reciting classical poetry can collaborate with a student who is good at composition to complete a recitation and composition activity together; while another group may consist of students who excel in analyzing artistic techniques, and they can discuss the artistic features and expressive techniques of a certain classical poem together. Through such collaboration and communication, students can not only enhance their understanding and appreciation of classical poetry, but also cultivate their teamwork and innovation abilities. Such a learning community is not only about the transmission and acquisition of knowledge, but also an experience of mutual growth and progress.

2.2.2 提升古诗词学习群体的凝聚力, 促进体验的形成
Enhancing the cohesion of the group learning classical poetry and promoting the formation of experiences.

体验的形成是指学生在古诗词学习过程中内心的感受和领悟。只有学生全身心地积极参与, 才能获得深刻的体验, 这些体验可能是挑战性的, 也可能是愉悦的。教师应该鼓励每个古诗词学习群体的成员为集体奋斗, 提高集体荣誉感, 激发每
The formation of experience refers to the inner feelings and insights of students in the process of learning ancient poetry. Only when students actively participate wholeheartedly can they gain profound experiences, which may be challenging or enjoyable. Teachers should encourage every member of the ancient poetry learning group to strive for the collective, enhance the sense of collective honor, and inspire each
个成员的参与热情, 使他们能够积极主动地投入到古诗词学习中, 从而体验到学习过程中的欢乐和挑战。
member's enthusiasm for participation, enabling them to actively engage in the learning of ancient poetry and experience the joy and challenges of the learning process.
(1) 目标清晰 (1) Clear objectives
引导学生确立学习古诗词的明确目标是教师责无旁贷的任务。这些目标应该清晰具体, 以便学习共同体成员能够在同一方向上努力。如果目标模糊不清, 学生们可能会陷入各自的研究，最终导致成果大相径庭。
It is the teacher's responsibility to guide students to establish clear goals for learning ancient poetry. These goals should be clear and specific so that members of the learning community can work towards the same direction. If the goals are vague, students may get lost in their own research, resulting in vastly different outcomes.
（2）优化评价 (2) Optimize evaluation
为了激励学生积极参与学习共同体的活动, 教师需要优化评价措施。奖励措施应该是主要手段, 多加鼓励, 充分认可学生的努力。评价不仅仅要关注结果,还应该注重学生在活动中的积极参与度。有些学习共同体可能虽然得到了正确的答案, 但成员参与度不高; 而有些则可能未能达到预期结果, 但每位成员都积极参与了活动。
In order to motivate students to actively participate in the activities of the learning community, teachers need to optimize evaluation measures. Reward measures should be the main means, providing more encouragement and fully recognizing students' efforts. Evaluation should not only focus on results, but also on students' active participation in the activities. Some learning communities may have obtained the correct answers, but the participation of members is not high; while others may not have achieved the expected results, but each member actively participated in the activities.
（3）鼓励表达 (3) Encourage expression
为学生提供表达自己感受的平台至关重要。教师可以在课堂上通过提问鼓励学生表达个人感受, 也可以引导他们在课外书写自己的情感体验。此外, 鼓励学生与同伴或家长分享自己的独特体验也是一种有效的方式。教师还可以选取学生优秀的表达展示在班级板报上, 或组织相关主题班会, 引导学生向优秀者学习,勇敢表达自己的感受。
It is crucial to provide students with a platform to express their feelings. Teachers can encourage students to express their personal feelings by asking questions in class, or guide them to write about their emotional experiences outside of class. In addition, encouraging students to share their unique experiences with peers or parents is also an effective way. Teachers can also select outstanding expressions from students to display on the class bulletin board, or organize themed class meetings to guide students to learn from the outstanding ones and bravely express their feelings.
总之, 教师应该精心设计学习活动, 激发学生的学习兴趣, 并关注他们的个体体验。通过共享学习方法, 鼓励学生全身心投入学习活动, 培养他们的表达能力和自信心。
In conclusion, teachers should carefully design learning activities to stimulate students' interest in learning and pay attention to their individual experiences. By sharing learning methods, encouraging students to fully engage in learning activities, teachers can cultivate their expressive abilities and confidence.

3. 内容优化：深化对古诗词情感和思想内涵的学习
3. Content optimization: deepen the study of emotional and ideological connotations of ancient poetry

在教导学生学习古诗词的情感和思想内涵时, 教师应当重视引导学生领略古诗词独特的情感美和哲思美, 并鼓励他们形成个性化的理解, 激发对古诗词的现实意义与时代价值的思考。
When teaching students to learn the emotional and ideological connotations of ancient poetry, teachers should pay attention to guiding students to appreciate the unique emotional and philosophical beauty of ancient poetry, encourage them to form personalized understanding, and stimulate thinking about the practical significance and historical value of ancient poetry.

3.1 通过圈点、批注的方式，拓展对古诗词独特感受和体验的阅读
3.1 Expand the reading of unique feelings and experiences of ancient poetry through circling and annotating.

教师在古诗词教学中可指导学生运用圈点、批注的方法, 以丰富古诗词阅读的独特感受和体验。这种方法强调学生在阅读时要有意识地圈点、勾画出引起他
Teachers can guide students to use methods such as circling and annotating in the teaching of ancient poetry, in order to enrich students' unique feelings and experiences in reading ancient poetry. This method emphasizes that students should consciously circle and outline the parts that interest them while reading, and record their thoughts. Some students may tend to immerse themselves in reading but are unwilling to annotate, which is not advisable. Teachers should guide students to develop good habits of circling and annotating, so that they can "combine existing knowledge, experiences, thoughts, and emotions, silently read, self-study texts, express appreciation, and deepen their understanding of language and cultural knowledge through problem-oriented annotation, discussion, and communication." First of all, the method of circling and annotating is of great significance for students to learn ancient poetry. On the one hand, it helps promote students to form personalized understanding of ancient poetry. Through the thoughts and ideas recorded by circling and annotating, each person's unique feelings can be preserved. Students can perceive the language, imagery, and artistic conception of ancient poetry according to their own understanding, blend personal emotions with the author's emotions, resonate with the author and the text, and gain a unique and wonderful experience. On the other hand, this method helps promote the development and enhancement of students' thinking. Circling and annotating does not mean recording all thoughts, but requires students to condense them into keywords or key sentences and express their thoughts clearly. In this process, students' logical thinking and critical thinking will be enhanced.
们兴趣的部分, 并将所思所想记录下来。一些学生可能倾向于沉浸于阅读中, 但不愿动笔批注, 这种被动的阅读方式是不可取的。教师应该引导学生养成圈点、批注的好习惯, 使他们能够“结合已有的知识经验和思想情感, 默默阅读、自学文字、表达鉴赏, 在以问题为导向的批注、讨论、交流中, 深入理解语言文化知识。"首先, 圈点、批注的阅读方式对学生学习古诗词具有重要意义。一方面,它有助于促进学生形成个性化的古诗词理解。学生通过圈点、批注记录下的所思所想, 使每个人独特的感受得以留存。学生可以根据自己的理解感知古诗词的语言、形象和意境, 将个人情感与作者的情感相融合, 达到与作者和文本的共鸣,获得独特的美好体验。另一方面, 这种方式有助于促进学生思维的发展和提升。圈点、批注并不意味着记录下所有的想法, 而是要求学生将其凝练成关键词或关键句, 清晰表达自己的思想。在这个过程中, 学生的逻辑思维和批判思维都会得到提升。
This method not only helps promote students' understanding and feelings of ancient poetry but also helps cultivate students' independent learning ability and critical thinking, thereby improving their reading ability and literary appreciation level.
这种方法不仅有利于促进学生对古诗词的理解和感受, 还有助于培养学生的自主学习能力和批判性思维, 进而提高他们的阅读能力和文学鉴赏水平。

3. 2 运用朗读、改写的方式，加深对古诗词情感和形象的理解
3.2 Using reading aloud and rewriting to deepen understanding of the emotions and images in ancient poetry

教师在引导学生进行阅读时, 需要特别注意几个关键点。首先, 教师应该确保提供与课程相关的优质阅读材料。这些材料可以是教材中的诗文, 也可以是教师额外提供的相关资料, 以便学生能够轻松地查阅和浏览。其次, 教师需要引导学生掌握圈点和批注的符号使用规范, 帮助他们清晰简洁地记录自己的想法和理解。最后, 教师应该对学生的圈点和批注进行适时的指导。刚开始时, 一些学生可能只是简单地表述表面观点, 这时教师可以通过示范优秀的批注或展示其他同学的优秀作品来引导他们, 而不是直接告诉学生正确答案。例如, 可以借助学生展示的批注来引导其他同学, 让他们了解除了艺术手法和语言形象外, 还应该关注诗文的精神内涵, 以及这些内涵对个人品格和成长的积极影响。通过这样的引导, 学生能够更深入地理解古诗词的情感和思想内涵, 提升阅读的深度和广度。
When guiding students in reading, teachers need to pay special attention to several key points. First, teachers should ensure that high-quality reading materials related to the curriculum are provided. These materials can be poems and articles in textbooks, or additional materials provided by teachers, so that students can easily access and browse them. Secondly, teachers need to guide students in mastering the standard use of symbols for circling and annotating, helping them to record their thoughts and understanding clearly and concisely. Finally, teachers should provide timely guidance on students' circling and annotating. At the beginning, some students may only express surface views. At this time, teachers can guide them by demonstrating excellent annotations or showing other students' excellent works, rather than telling them the correct answer directly. For example, students' annotations can be used to guide other students, so that they can understand not only the artistic techniques and language images, but also the spiritual connotations of the poems and their positive impact on personal character and growth. Through such guidance, students can deepen their understanding of the emotions and ideological connotations of ancient poetry, and improve the depth and breadth of their reading.
教师在引导学生理解古诗词时, 也应当注重适时进行范读, 以帮助学生更深入地理解诗词的情感和形象。范读示范可以分为两个层次: 首先是语言因素的范读, 这是最基础的示范要求, 包括发音、重音等方面的处理, 旨在向学生展示如何正确处理朗读材料的语言因素。其次是内容和情感层面上的范读, 建立在语言
When guiding students to understand ancient poetry, teachers should also pay attention to timely demonstration reading to help students deepen their understanding of the emotions and images in the poetry. Demonstration reading can be divided into two levels: first is the language factor demonstration reading, which is the most basic demonstration requirement, including pronunciation, stress, and other aspects of handling, aimed at showing students how to correctly handle the language factors of reading materials. Secondly, there is the demonstration reading on the content and emotional level, which is based on the language factors.
因素范读的基础之上, 旨在更好地展示文本内在的情感和形象。教师应当抓住时机, 进行适时的范读示范, 而不是过多地进行自发的演绎。在朗读练习中, 如果发现学生对某一段或某一句掌握不够, 可以即兴进行范读示范, 引导学生更深入地理解古诗词的情感和形象。特别是在重点部分讲解时, 教师的即兴范读示范能够有效地帮助学生进入情境, 感受文本的情感, 与作者产生共鸣。
Based on the foundation of factor reading, it aims to better display the inner emotions and images of the text. Teachers should seize the opportunity to provide timely model readings, rather than engaging in excessive spontaneous deduction. In reading practice, if students are found to have insufficient grasp of a certain paragraph or sentence, impromptu model reading demonstrations can be conducted to guide students to a deeper understanding of the emotions and images of ancient poetry. Especially during the explanation of key parts, teachers' impromptu model reading demonstrations can effectively help students enter the context, feel the emotions of the text, and resonate with the author.

3.3 利用视频来引导学生深化对古诗词情感和思想内涵的理解
Using videos to guide students to deepen their understanding of the emotions and ideological connotations of ancient poetry

教师可以利用演员或主持人的朗读视频来引导学生深化对古诗词情感和思想内涵的理解。一些受过专业训练的演员或主持人在朗读方面可能比教师更具水平, 而且他们的朗读视频可能加入了配乐和后期剪辑, 呈现效果更加理想。他们擅长传达古诗词的情感, 能够更好地将学生带入诗词所营造的意境中, 从而帮助学生更深入地理解古诗词的情感和形象。通过观看这样的朗读视频, 学生能够获得更加生动的阅读体验, 进一步加深对古诗词情感和思想内涵的理解。
Teachers can use videos of actors or hosts reading aloud to guide students to deepen their understanding of the emotions and ideological connotations of ancient poetry. Some professionally trained actors or hosts may have a higher level of proficiency in reading aloud than teachers, and their reading videos may include background music and post-editing, presenting a more ideal effect. They are good at conveying the emotions of ancient poetry, and can better lead students into the artistic conception created by poetry, thereby helping students to understand the emotions and images of ancient poetry more deeply. By watching such reading videos, students can gain a more vivid reading experience and further deepen their understanding of the emotions and ideological connotations of ancient poetry.
例如, 陈桂华老师在教授部编本语文七年级上册的《望岳》时, 通过引导学生观察诗中的意境和节奏, 激发了他们对韵律之美的兴趣。她鼓励学生关注诗歌的叠词运用, 并提出让学生尝试改写其他诗句, 保留原诗的韵律特点。在学生进行改写时, 他们不仅学会了欣赏诗歌的韵律之美, 还能够创作出富有韵律感的作品, 从而更深入地理解《望岳》的内涵情感。
For example, when teaching the poem "Looking at the Moon" in the first volume of the Chinese textbook for seventh grade, Teacher Chen Guihua guided students to observe the artistic conception and rhythm of the poem, stimulating their interest in the beauty of rhythm. She encouraged students to pay attention to the use of reduplication in poetry, and suggested that students try to rewrite other lines of poetry while retaining the rhythmic characteristics of the original poem. When students engage in rewriting, they not only learn to appreciate the beauty of the rhythm of poetry, but also can create works with a sense of rhythm, thereby gaining a deeper understanding of the connotation and emotions of "Looking at the Moon".
另外, 张伟老师在解读部编本语文六年级上册的《黄鹤楼送孟浩然之广陵》时, 不仅深入分析了诗歌的情感, 还鼓励学生以“诗人啊, 你......”的形式与诗人孟浩然对话。一些学生通过这种方式表达了对孟浩然的赞美和关注, 展现了他们对诗人内心世界的理解。刘老师引导学生根据诗情进行改写, 让他们仿佛与孟浩然心灵相通, 进一步感受和体会诗歌的意境。通过这样的改写活动, 孟浩然的形象在学生心中得以栩栩如生, 促进了对诗歌情感和思想内涵的深入理解。
In addition, Teacher Zhang Wei, when interpreting the poem "Huanghe Lou Song Meng Haoran to Guangling" in the sixth grade Chinese textbook, not only deeply analyzed the emotions of the poem, but also encouraged students to dialogue with the poet Meng Haoran in the form of "Poet, you...". Some students expressed their praise and attention to Meng Haoran in this way, showing their understanding of the poet's inner world. Teacher Liu guided students to rewrite the poem according to the poetic sentiment, making them feel as if they were communicating with Meng Haoran's soul, further experiencing and understanding the artistic conception of the poem. Through such rewriting activities, Meng Haoran's image became vivid in the minds of the students, promoting a deep understanding of the emotional and ideological connotations of the poem.
总之, 教师应当正确引导学生通过圈点、批注、朗读和改写等方式, 加深他们对古诗词情感和思想内涵的理解，促进个性化的诗词理解。如培根所说：“读书时不可存心洁难作者, 不可尽信书上所言, 亦不可只为寻章摘句, 而应推敲细思。"
In conclusion, teachers should correctly guide students to deepen their understanding of the emotional and ideological connotations of ancient poetry through methods such as underlining, annotating, reading aloud, and rewriting, promoting personalized understanding of poetry. As Bacon said: "When reading, one should not be too critical of the author, nor should one believe everything written in the book, nor should one just search for phrases, but should ponder and think carefully."
  1. 环节优化: 建构真实而有意义的实践情境, 联系生活学以致用
    Activity optimization: Construct real and meaningful practical situations, connect life with learning for practical application.
    韦志成教授在《语文教学情境论》中认为: 情境是具体的自然环境或具体的社会环境, 它在激发人的某种情感方面有特定作用。[1]在古诗词教学中, 建构真实而有意义的实践情境, 对于激发学生的情感具有特定作用, 对于学生核心素养的发展具有重要意义。
    Professor Wei Zhicheng believes in "The Theory of Language Teaching Context" that context is a specific natural environment or specific social environment, which has a specific role in stimulating people's emotions. In the teaching of ancient poetry, constructing real and meaningful practical contexts has a specific role in stimulating students' emotions and is of great significance for the development of students' core literacy.
[1] 韦志成. 语文教学情境论[M]. 南宁: 广西教育出版社, 1996:24.
[1] Wei Zhicheng. The Theory of Language Teaching Context [M]. Nanning: Guangxi Education Press, 1996:24.

4. 1 结合学生的现实生活, 加强实践情境的真实性
4.1 Combining students' real-life experiences to enhance the authenticity of practical contexts

学生的现实生活是教学实践中不可或缺的一环。正如海德格尔所言："所有的知识都与我们的生存实践存在着种种不同的因缘与意蕴关系。[1]"因此, 知识与实践密不可分, 学习知识是为了更好地应用于实践, 在实践中检验知识, 在实践中收获知识。在古诗词教学中, 教师应该紧密结合学生的现实生活, 加强实践情境的真实性, 以促进学生对古诗词的理解与运用。
The reality of students' lives is an indispensable part of teaching practice. As Heidegger said, "All knowledge has various causal and meaningful relationships with our existential practices." Therefore, knowledge and practice are inseparable, learning knowledge is for better application in practice, testing knowledge in practice, and gaining knowledge in practice. In the teaching of ancient poetry, teachers should closely integrate students' real lives, strengthen the authenticity of practical situations, and promote students' understanding and application of ancient poetry.
[1][德]马丁 海德格尔著, 陈嘉映, 王庆节译. 存在与时间[M]. 北京: 生活读书新知三联书店, 2006: 97.
[1] Martin Heidegger, translated by Chen Jiaying and Wang Qingjie. Being and Time. Beijing: Life Reading New Knowledge Sanlian Bookstore, 2006: 97.
首先, 紧密结合学生的家庭生活。教师可以借助学生家庭生活的情境, 构建古诗词学习的实践场景, 让学生在真实的情境中提升对古诗词的理解与运用能力。例如, 在讲解部编本语文七年级上册的白居易《钱塘湖春行》时, 教师可以邀请学生分享春游踏青的经历, 从而引发学生对诗中景色的联想和情感体验, 使古诗词学习与家庭生活融为一体, 促进学生对诗歌的深度理解。其次, 紧密结合学生的校园生活。教师可以结合学生在校园的日常生活, 构建古诗词学习的实践场景。例如, 在讲解王安石的《登飞来峰》时, 教师可以引导学生探讨人生理想或面对挫折的心境, 从而让学生在诗歌中找到共鸣, 鼓励他们树立正确的人生观和价值观, 勇于面对生活中的挑战与困难。最后, 紧密结合学生的社会生活。教师可以借助学生的社会生活情境, 构建古诗词学习的实践场景。例如, 在讲解部编本语文八年级上册的李贺《雁门太守行》时, 教师可以引导学生了解戌边军人的艰苦生活, 让他们从中感受到国家安全的重要性, 激发爱国情怀, 促进学生的思想品德教育。
Firstly, closely integrate students' family life. Teachers can use the context of students' family life to create practical scenarios for learning ancient poetry, allowing students to enhance their understanding and application of ancient poetry in real situations. For example, when explaining Bai Juyi's "Spring Outing at West Lake" in the first volume of the seventh grade Chinese textbook, teachers can invite students to share their experiences of spring outings, thereby triggering students' associations and emotional experiences with the scenery in the poem, integrating the learning of ancient poetry with family life, and promoting students' deep understanding of poetry. Secondly, closely integrate students' campus life. Teachers can combine students' daily life on campus to create practical scenarios for learning ancient poetry. For example, when explaining Wang Anshi's "Climbing the Feilai Peak," teachers can guide students to discuss their life ideals or the mental state when facing setbacks, allowing students to resonate with the poetry, encouraging them to establish correct outlooks on life and values, and to bravely face challenges and difficulties in life. Finally, closely integrate students' social life. Teachers can use the context of students' social life to create practical scenarios for learning ancient poetry. For example, when explaining Li He's "The Governor of Yanmen Pass" in the first volume of the eighth grade Chinese textbook, teachers can guide students to understand the hardships of the border soldiers, enabling them to feel the importance of national security, stimulate patriotism, and promote students' moral and ideological education.
通过以上方式, 教师可以有效地加强实践情境的真实性, 使古诗词学习与学生的现实生活密切相关, 促进学生对古诗词的深度理解与运用。
By the above methods, teachers can effectively enhance the authenticity of practical situations, make the learning of ancient poetry closely related to students' real life, and promote students' deep understanding and application of ancient poetry.

4. 2 充分利用多媒体资源, 提高实践情境建构的效果
4.2 Make full use of multimedia resources to improve the effectiveness of practical situation construction.

随着数字时代的到来, 中小学的多媒体资源建设得到了党和国家的大力支持,越来越完善。在讲解古诗词时, 教师应充分利用这些资源, 引导学生在实践中学习语言文字运用, 提高古诗词实践情境建构效果, 进而提高课堂教学效率。
With the advent of the digital age, the construction of multimedia resources in primary and secondary schools has received strong support from the Party and the state, becoming more and more perfect. When explaining ancient poetry, teachers should make full use of these resources, guide students to learn language and text application in practice, improve the effectiveness of constructing practical situations of ancient poetry, and thereby improve classroom teaching efficiency.

4.2.1 充分利用音乐资源, 提高实践情境建构的效果
4.2.1 Make full use of music resources to enhance the effectiveness of practical situation construction

充分利用音乐资源, 提高实践情境建构的效果。古诗词在创作之初往往伴有曲调, 尽管曲调在流传中已不可考, 但古诗词在句式、节奏、韵律等方面仍然具有浓厚的音乐色彩。教师可以利用音乐资源, 引导学生对古诗词有更深入的理解。例如, 在讲解《破阵子.为陈同甫赋壮词以寄之》时, 教师可以播放李保良先生吟唱这首词的音频, 让学生在歌曲的情感起伏中感受辛词的悲壮, 在管与弦的交织中体会理想与现实的碰撞。
Make full use of music resources to enhance the effect of practical context construction. Ancient poems are often accompanied by melodies at the beginning of their creation. Although the melodies are no longer traceable in circulation, ancient poems still have strong musical colors in terms of sentence structure, rhythm, and rhyme. Teachers can use music resources to guide students to have a deeper understanding of ancient poems. For example, when explaining "Breaking the Array: To Chen Tongfu, Composing a Sturdy Poem to Send Him," teachers can play an audio of Mr. Li Baoliang chanting this poem, allowing students to feel the sorrow and heroism of the poem in the emotional fluctuations of the song, and to experience the collision between ideals and reality in the interweaving of pipes and strings.
这样的做法不仅可以增强学生对古诗词的感知, 还可以激发他们对古诗词的兴趣, 提高学习的积极性。通过音乐资源的运用, 学生能够更加生动地感受到古诗词的情感和意境, 进而更深刻地理解和体会诗歌的内涵。
This approach not only enhances students' perception of ancient poems but also stimulates their interest in ancient poems, increasing their enthusiasm for learning. Through the use of music resources, students can vividly feel the emotions and artistic conception of ancient poems, thereby gaining a deeper understanding and appreciation of the connotation of poetry.

4.2.2 充分利用视频资源, 提高实践情境建构的效果
4.2.2 Make full use of video resources to enhance the effectiveness of practical scenario construction

在古诗词教学中, 利用视频资源提高实践情境建构的效果需要教师注意以下几个问题。
In the teaching of ancient poems, using video resources to enhance the effect of practical context construction requires teachers to pay attention to the following issues.
（1）教师在设计古诗词教学环节时, 务必注意辨别所选视频的真实性。因为网上的视频资源良莠不齐, 有些可能是恶意盗用的, 有些可能存在知识性错误,还有些可能会误导学生, 不适合初中阶段的学生观看。因此, 教师在选择要播放的古诗词相关视频时, 需要谨慎选择, 尽可能在学习强国等官方平台下载视频资源, 以确保视频的准确性和合法性。
(1) When designing the teaching of ancient poetry, teachers must pay attention to distinguishing the authenticity of the selected videos. Because online video resources vary in quality, some may be maliciously used, some may contain knowledge errors, and some may mislead students and are not suitable for middle school students to watch. Therefore, when selecting videos related to ancient poetry to be played, teachers need to choose carefully, and download video resources from official platforms such as Study Strong as much as possible to ensure the accuracy and legality of the videos.
(2) 选取的视频不应过长。一节语文课通常只有四十分钟或四十五分钟的时间, 因此, 教师不应该占用大量课堂时间播放视频。建议选取的视频时长不超过五分钟。如果视频过长, 教师可以进行裁剪, 或者将视频的播放时间安排在课后休息时段，或者提供给学生自行观看。
(2) The selected video should not be too long. A Chinese class usually only has forty or forty-five minutes, so teachers should not occupy a lot of classroom time playing videos. It is recommended that the duration of the selected video should not exceed five minutes. If the video is too long, the teacher can trim it, or schedule the video playback time during the break after class, or provide it for students to watch on their own.
(3) 选取的视频必须与所讲内容紧密相关。在古诗词教学中, 教师不能为了增加学生的兴趣而选择与古诗词内容关联性较低甚至毫无关联的视频。每个视频的播放都应该有针对性, 只有当视频能够提高古诗词实践情境建构的效果时,
(3) The selected video must be closely related to the content being taught. In the teaching of ancient poetry, teachers cannot choose videos that are less or even unrelated to the content of the ancient poetry just to increase students' interest. Each video played should be targeted, and only when the video can improve the effect of constructing practical situations of ancient poetry,
才具有意义和价值。通过合理利用视频资源, 教师能够更好地提升古诗词教学的效果, 激发学生的学习兴趣, 促进他们对古诗词的理解和运用。
Only by making sense and value can it be meaningful. By making reasonable use of video resources, teachers can better improve the effectiveness of teaching ancient poetry, stimulate students' interest in learning, and promote their understanding and application of ancient poetry.
例如, 在讲解部编本语文七年级上册的李白的《静夜思》之时, 为了帮助学生更深入地理解诗人的情感表达, 教师可以选择播放一段关于夜晚的自然景象的视频。这个视频可以展示星空下的静滥景象、树叶在微风中轻轻摇曳的画面, 以及远处溪水流淌的声音。通过观看这段视频, 学生可以更直观地感受到夜晚的宁静和诗人内心的孤寂, 从而更好地理解《静夜思》中诗人的思绪和情感。
For example, when explaining Li Bai's 'Quiet Night Thoughts' in the first volume of the language textbook for seventh grade, in order to help students better understand the poet's emotional expression, teachers can choose to play a video about the natural scenery at night. This video can show the quiet scene under the starry sky, the picture of leaves swaying gently in the breeze, and the sound of a distant stream flowing. By watching this video, students can more intuitively feel the tranquility of the night and the loneliness in the poet's heart, thus better understanding the poet's thoughts and emotions in 'Quiet Night Thoughts'.
再举一个例子, 在讲解部编本语文八年级下册的杜牧的《秋夜将晓出篱门迎凉有感》之时, 教师可以选择播放一段秋夜的实景录像。这段视频可以展示秋夜中月色的清辉、树叶在微风中沙沙作响的声音, 以及微凉的夜风拂过的感觉。通过观看这段视频, 学生可以更加深入地感受到诗人对秋夜的真实描绘, 体会到诗中蕴含的孤寂与思念之情。
Taking another example, when explaining Du Mu's 'Feeling on a Quiet Night in Anticipation of Dawn' in the second volume of the language textbook for eighth grade, teachers can choose to play a real-life video of an autumn night. This video can show the clear brilliance of the moonlight in the autumn night, the sound of leaves rustling in the breeze, and the feeling of the cool night breeze. By watching this video, students can more deeply feel the poet's true depiction of the autumn night, and experience the loneliness and longing emotions contained in the poem.
综上所述, 通过充分利用多媒体资源, 教师可以更好地构建古诗词学习的实践情境, 帮助学生在真实的场景中感受古诗词的魅力, 并提升他们的文化修养和情感体验能力。
In summary, by fully utilizing multimedia resources, teachers can better construct the practical context of learning ancient poetry, help students feel the charm of ancient poetry in real scenarios, and enhance their cultural literacy and emotional experience capabilities.

5. 评价优化：促进评价主体多元化，加强对反思方法的导引
5. Evaluation optimization: promote the diversification of evaluation subjects and strengthen the guidance of reflective methods.

“教学评价是以教学目标为依据......并为被评价者的自我完善和有关部门的科学决策提供依据的过程。”[1]由此可见, 教学评价最终的目的之一是促进被评价者即学生的自我完善。
"Teaching evaluation is a process based on teaching objectives... and provides a basis for the self-improvement of the evaluated and scientific decision-making of relevant departments." [1] It can be seen that one of the ultimate purposes of teaching evaluation is to promote the self-improvement of the evaluated, that is, students.
[1]施良方, 崔允蔀. 教学理论[M].上海: 华东师范大学出版社, 1999: 330 .
[1] Shi Liangfang, Cui Yunbu. Teaching Theory [M]. Shanghai: East China Normal University Press, 1999: 330.
《课标》中明确指出, 评价应该充分发挥教师、学生和家长多元评价主体的积极作用。通过多主体、多角度的评价反馈, 有助于学生发掘自身潜能, 学会自我反思和自我管理。在古诗词教学中, 完善教师、学生和家长 “三位一体” 评价体系有助于各评价主体充分发挥作用, 引导学生发现学习问题和不足, 及时调整学习方法, 共同促进学生的成长和自我完善。
The \"Curriculum Standards\" clearly states that evaluation should fully utilize the positive role of multiple evaluation subjects such as teachers, students, and parents. Through multi-subject and multi-perspective evaluation feedback, it helps students discover their own potential, learn self-reflection and self-management. In the teaching of ancient poetry, improving the \"trinity\" evaluation system of teachers, students, and parents can help each evaluation subject fully play their role, guide students to discover learning problems and deficiencies, adjust learning methods in a timely manner, and jointly promote students' growth and self-improvement.

5. 1 教师评价 5.1 Teacher Evaluation

教师评价在于提供专业指导。教师从语文专业的角度给予学生专业的指导,使学生更直接地认识到自身的长处和短处, 获取改进的方法, 并对学习过程和方法进行反思。
Teacher evaluation lies in providing professional guidance. Teachers provide students with professional guidance from the perspective of Chinese language, enabling students to more directly recognize their strengths and weaknesses, obtain improvement methods, and reflect on the learning process and methods.

5.1. 1 教师评价应更注重专业性 5.1.1 Teacher evaluation should focus more on professionalism

例如在张东老师讲解的部编本语文七年级上册的《天净沙・秋思》一课中，教师评价的专业性得到了生动的体现。通过教师的指导, 学生能够更深入地理解古诗词, 领会其中蕴含的情感和意境, 进而提高自己的文学素养。
For example, in the lesson of "Tian Jing Sha Autumn Thoughts" in the first volume of the Chinese textbook for Grade 7 taught by Teacher Zhang Dong, the professionalism of teacher evaluation was vividly demonstrated. Through the guidance of the teacher, students can have a deeper understanding of ancient poetry, grasp the emotions and artistic conception contained in it, and thus improve their literary literacy.
教师: 好的, 谢谢同学们! 每一位同学都在练本领。现在开始朗读你的作品。谢谢! 大声地读。
Teacher: Okay, thank you students! Each student is practicing their skills. Now let's start reading your work. Thank you! Read aloud.
学生 1: 在那干瘜的藤蔓间, 一棵古老的树孤独地屹立, 夕阳余晖中显得格外沉寂。一只孤独的乌鸦停栖在树梢, 默默地凝视着远方。小桥边, 一条小溪轻轻流淌, 远处是一户农舍, 门窗紧闭。我骑着瘦弱的马, 艰难地穿行在这古老的小道上, 寒风凛冽, 让人心生惆怅。这一切景象, 勾勒出一幅凄凉之景, 使我不禁回想起家乡的温暖和美好。
Student 1: In the dense vines, an ancient tree stands alone, appearing particularly silent in the lingering sunset glow. A lonely crow perches on the treetop, silently gazing into the distance. By the small bridge, a stream flows gently, with a farmhouse in the distance, its doors and windows tightly shut. I ride a thin horse, struggling along this ancient path, the biting cold wind making one feel melancholic. All these scenes paint a desolate picture, making me inevitably think of the warmth and beauty of my hometown.
教师：非常优美! 懂得了通过写景来表达情感。如果将 “人家” 改为 “农舍” , 会更具韵味。谢谢! 刚才还有一位, 请你来。
Teacher: Very beautiful! You understand how to express emotions through describing scenes. If you change "人家" to "农舍" (farmhouse), it will be more flavorful. Thank you! Next, we have another student, please come up.
学生 2: 在那干涸的藤蔓旁, 一棵古老的树下, 一只孤寂的老鸦独自栖息,夕阳的余辉下显得更加孤寂。桥下的小溪轻声流淌, 远处是一座紧闭门窗的农舍。夕阳的余晖酒满大地, 西风轻拂, 我骑着瘦弱的马, 仿佛随时都会跌倒, 让我无助地想起家乡的温暖。
Student 2: Beside the withered vines, under an ancient tree, a lonely old crow perches alone, appearing even more desolate in the glow of the setting sun. The small stream under the bridge flows gently, and in the distance is a farmhouse with closed doors and windows. The glow of the setting sun fills the earth with wine, and the west wind blows gently. Riding a thin and weak horse, I feel like I could fall at any moment, making me helpless and reminiscent of the warmth of my hometown.
教师: 真好! 你采用了第一人称的手法, 视角独特, 并且想象力丰富。最出色的地方是, 常言道 “昏鸦” 是一群乌鸦, 但你却巧妙地运用象征手法, 描绘成 “一只乌鸦”，太棒了!
Teacher: Excellent! You have used the first-person narrative technique with a unique perspective and rich imagination. The most outstanding part is that while it is commonly said that "a group of crows is called a murder," you have cleverly used symbolic language to describe it as "a lonely crow." Fantastic!
付伟老师从他的丰富语文专业知识出发, 对学生们的作答进行了高度专业化的评价。面对第一个学生的作答, 他首先称赞了学生出色的文学表达能力, 然后针对学生的不足提出了细致的改进建议, 建议将 “人家” 修改为 “农家” , 这种评价既具体又周到。而对于第二个学生的回答, 王峰老师立刻注意到了与之前学生不同之处, 赞扬了学生独特的思维角度和丰富的想象力, 并直接指出了学生文笔的亮点所在。王峰老师的评价充分展现了他作为一名特级教师的专业水平。
Based on his extensive knowledge of Chinese language and literature, Teacher Fu Wei provided highly professional evaluations of the students' answers. In response to the first student's answer, he first praised the student's excellent literary expression ability, and then provided detailed suggestions for improvement, recommending changing "someone else's home" to "a farmer's home." This evaluation was both specific and thoughtful. As for the second student's answer, Teacher Wang Feng immediately noticed the differences from the previous student, praised the student's unique perspective and rich imagination, and directly pointed out the highlights of the student's writing. Teacher Wang Feng's evaluation fully demonstrated his professional level as a special-grade teacher.

5.1.2 教师评价应更注重个体差异的体现。 Teacher evaluation should focus more on individual differences.

教师应当深刻理解并尊重学生的个体差异, 包括兴趣、能力以及学习基础等方面的差异。在进行教学评价时, 应当更加注重展现学生之间的个体特点, 因为
Teachers should have a deep understanding of and respect for individual differences among students, including differences in interests, abilities, and learning foundations. When conducting teaching evaluations, more emphasis should be placed on showcasing the individual characteristics of students, because
过于泛泛和笼统的评价并不利于学生古诗词学习能力的提高。
overly general and vague evaluations do not help improve students' ability to learn ancient poetry.
举例来说, 在初中古诗词教学中, 教师经常会使用类似于 “你读得很好!” 、 “读得不错!”、“继续加油!” 等的评价语句。然而, 这些评价过于一般化,无法让学生从中发现自己的优点和不足, 对于提升朗读水平并不具有实质性的帮助。如果将这种泛泛的评价语句改为更具体的内容，比如 “你的吐字发音很好,普通话很标准, 对杜甫孤寂凄凉、哀愁悲痛的情感也把握得很好! ”这样的评价更能够帮助学生提升朗读技巧和水平。
For example, in junior high school ancient poetry teaching, teachers often use evaluative statements such as "You read very well!", "Not bad!", "Keep it up!", etc. However, these evaluations are too generalized to help students identify their strengths and weaknesses, and do not provide substantial help in improving their reading level. If these general evaluative statements are changed to more specific content, such as "Your pronunciation is very good, standard Mandarin, and you also grasp the emotions of Du Fu's loneliness, sorrow, and sadness very well!", such evaluations can better help students improve their reading skills and level.
通过更具体的评价内容, 教师能够更好地体现学生之间的个体差异, 指导学生在自己擅长的方面发挥优势, 同时针对不足之处提供有针对性的改进建议, 从而更有效地促进学生的个性化发展和古诗词学习能力的提升。
By providing more specific evaluation content, teachers can better reflect individual differences among students, guide students to leverage their strengths in areas they excel at, and provide targeted improvement suggestions for areas of weakness, thereby more effectively promoting students' personalized development and enhancing their ability to learn ancient poetry.

5.2 学生评价 5.2 Student Evaluation

在古诗词教学中, 学生的评价也至关重要。教学活动应当围绕学生展开, 促进学生的全面、和谐发展, 这是教学活动的出发点、目的和归宿。因此, 教师的评价虽然可能更具说服力和权威性, 但不能取代学生的评价。学生的评价分为学生自评和学生互评两种形式。
In the teaching of ancient poetry, student evaluation is also crucial. Teaching activities should revolve around students, promoting their comprehensive and harmonious development, which is the starting point, purpose, and destination of teaching activities. Therefore, although teacher evaluation may be more convincing and authoritative, it cannot replace student evaluation. Student evaluation is divided into two forms: self-evaluation and peer evaluation.

5. 2.1 学生自评要注重强化自我认知能力 5. 2.1 Students' self-assessment should focus on strengthening self-awareness

米歇尔・德・蒙田曾说: “世界上最重要的东西就是认识自我。[1]” 在古诗词教学中, 教师引导学生进行自我评价时, 应着重培养学生的自我认知能力。学生需要清晰了解自己在古诗词学习意愿、行为和人格特点等方面的情况。只有当学生对自己有明确的认知, 才能准确地发现自己与理想之间的差距, 进而提升古诗词学习的水平。学生的自我评价不是随意的自我表扬或自我贬低, 而是基于对古诗词学习内容的理解, 有针对性地进行的评价。教师在引导学生进行自我评价时, 应当适时提供指导, 帮助学生更清晰地认识自己。
Michel de Montaigne once said: "The most important thing in the world is to know oneself." In the teaching of ancient poetry, when teachers guide students to self-assess, they should focus on cultivating students' self-awareness. Students need to have a clear understanding of their willingness, behavior, and personality traits in learning ancient poetry. Only when students have a clear understanding of themselves can they accurately identify the gap between themselves and their ideals, and then improve their level of learning ancient poetry. Students' self-assessment is not arbitrary self-praise or self-deprecation, but an evaluation based on understanding of the content of learning ancient poetry, conducted in a targeted manner. When guiding students to self-assess, teachers should provide guidance in a timely manner to help students have a clearer understanding of themselves.
[1] [德]恩斯特 卡西尔. 人论[M]. 甘阳译. 上海: 上海译文出版社, 2013:
[1] Ernst Cassirer. An Essay on Man. Translated by Gan Yang. Shanghai: Shanghai Translation Publishing House, 2013.

5. 2.2 学生互评要注重发挥学习小组的积极作用
5.2.2 Students' peer assessment should focus on leveraging the positive role of learning groups

学生在评价他人时会结合自身学习的知识技巧进行点评, 这有助于检验自己所学知识是否扎实。发现他人的优点能加深印象, 运用到自己的学习实践中; 而发现他人的缺点则促使自我反思。因此, 学生互评不仅有助于发现他人的长处,也有助于促使他人反思并改进自身不足。
When students evaluate others, they will provide comments based on their own knowledge and skills, which helps to test the solidity of their own knowledge. Discovering the strengths of others can deepen impressions and apply them to their own learning practices; while discovering the weaknesses of others prompts self-reflection. Therefore, student peer assessment not only helps to discover the strengths of others but also helps to prompt others to reflect and improve their own shortcomings.
在初中古诗词教学中, 教师可以鼓励学生合作学习, 组建朗读小组, 互相监督、相互促进, 共同反思进步。这种小组学习方式既可以促进学生之间的交流合作, 又可以让学生学会互相尊重和鼓励。一方面, 小组内部成员可以互相评价。他们之间往往联系密切, 对彼此的能力水平比较了解, 因此能够给出更为客观的评价。例如, 在初中古诗词的朗读活动中, 组员之间可以互相评价, 从而更好地了解彼此的进步情况, 并相互促进提高。另一方面, 小组之间也可以派代表进行互相评价。这种方式有助于督促自律性差的学生提高反思意识。由于个别学生的自律性较差, 他们需要组员的监督和引导。因此, 定期派代表进行评价可以起到外部监督的作用, 促使学生更加努力进步, 从而实现个人与集体的共同进步。
In the teaching of ancient poetry in junior high school, teachers can encourage students to learn cooperatively, form reading groups, supervise and promote each other, and reflect and progress together. This group learning method can promote communication and cooperation among students, as well as teach students to respect and encourage each other. On the one hand, members within the group can evaluate each other. They often have close connections and understand each other's abilities, so they can provide more objective evaluations. For example, in the recitation activities of ancient poetry in junior high school, group members can evaluate each other, thereby better understanding each other's progress and mutually promoting improvement. On the other hand, representatives can also evaluate each other between groups. This method helps students with poor self-discipline to improve their reflective awareness. Due to the poor self-discipline of individual students, they need the supervision and guidance of group members. Therefore, regularly assigning representatives to evaluate can serve as external supervision, encourage students to work harder and make progress, thus achieving individual and collective progress.

5.3 家长评价 5.3 Parent Evaluation

相对于教师而言, 大部分家长对古诗词的知识了解并不系统, 因此难以做出专业性极强的评价。然而, 家长与孩子相处的时间更长, 对孩子的学习习惯、态度等更为了解, 因此家长的评价应重点关注孩子的学习态度, 并且注重客观真实。
Compared to teachers, most parents do not have a systematic understanding of ancient poetry knowledge, making it difficult to provide highly professional evaluations. However, parents spend more time with their children and have a better understanding of their learning habits and attitudes. Therefore, parental evaluations should focus on the child's learning attitude and emphasize objectivity and authenticity.

5. 3.1 家长评价要关注学生的学习态度 5.3.1 Parental evaluations should focus on students' learning attitudes

家长对孩子的古诗词学习态度进行评价时, 需要注意长期观察的重要性, 不能因为偶尔的放松就对孩子进行过度批评。评价时应该考虑孩子之前的努力和表现, 不能只看眼前的情况而忽略了孩子之前的付出。此外, 家长应该了解孩子在古诗词学习方面的历史, 不能在对孩子的了解不够充分的情况下盲目评价, 这样容易伤害孩子的自信心，产生负面影响。
When parents evaluate their children's learning attitude towards ancient poetry, they need to pay attention to the importance of long-term observation and not criticize their children excessively just because of occasional relaxation. When evaluating, parents should consider their children's previous efforts and performance, not just the current situation, and ignore their children's previous efforts. In addition, parents should understand the history of their children's learning of ancient poetry, and should not blindly evaluate their children without sufficient understanding, as this can easily hurt their children's confidence and have a negative impact.

5. 3. 2 家长评价要注重真实性
5. 3. 2 Parents' evaluations should focus on authenticity

家长的评价很容易带有感情色彩, 容易受到过去的经历和刻板印象的影响。例如, 有些家长可能认为孩子在小学时就不擅长古诗词的学习, 因此可能忽视了孩子在初中阶段的进步。因此, 教师应该引导家长客观真实地评价孩子的学习情况, 不要受到过去经历的影响, 而是应该根据孩子现阶段的表现进行评价。
Parents' evaluations are easily colored by emotions and influenced by past experiences and stereotypes. For example, some parents may think that their children were not good at learning ancient poetry in primary school, so they may overlook their children's progress in junior high school. Therefore, teachers should guide parents to objectively and truthfully evaluate their children's learning situation, not be influenced by past experiences, but evaluate based on their children's current performance.

6. 反思优化: “三层级”加强示范与引导 6. Reflective Optimization: Strengthening Demonstration and Guidance in "Three Levels"

6. 1 三层级反思 6.1 Three-level Reflection

据一项调查显示, 部分学生缺乏进行反思的意识, 主要原因是他们不清楚如何具体进行反思。针对这一情况, 教师在古诗词教学中可以改进“三层级”反思方
According to a survey, some students lack the awareness of reflection, mainly because they are not clear on how to reflect specifically. In response to this situation, teachers can improve the "three-level" reflection in the teaching of ancient poetry.
法, 加强对反思方法的具体指导, 以帮助学生学会自我反思和自我管理。优化后的“三层级”反思方法主要包括以下三个步骤:
English Language
（1）鼓励学生有针对性地进行自我反思。学生应该针对自己的学习情况和表现进行深入思考, 分析自己的优点和不足, 找出问题的根源, 并提出改进的方法和措施。
(1) Encourage students to conduct targeted self-reflection. Students should deeply reflect on their own learning situation and performance, analyze their strengths and weaknesses, identify the root causes of problems, and propose methods and measures for improvement.
(2) 引导学生进行观察学习和对比反思。学生应该通过观察他人的学习方式和成果, 与自己的学习情况进行对比, 从中找到差距和不足之处, 并思考如何借鉴他人的优点来提升自己。
(2) Guide students to observe and learn from others and reflect on the comparison. Students should compare their own learning situation with others' learning methods and achievements, identify gaps and shortcomings, and think about how to learn from others' strengths to improve themselves.
（3）鼓励学生设置自己的创新式学习规划。学生应该根据自己的实际情况和目标制定具体可行的学习计划, 包括学习内容、学习方法、时间安排等方面,以确保自己的学习效率和效果。
(3) Encourage students to set up their own innovative learning plans. Students should develop specific and feasible learning plans based on their actual situations and goals, including learning content, methods, time arrangements, etc., to ensure their learning efficiency and effectiveness.
这三个步骤相互依托, 相互关联, 形成了一个闭环式的发展过程, 帮助学生不断地完善和提升自己的学习能力和水平。（见图 4.1）。图 4.1 “三层级”反思方法的优化
These three steps rely on each other, are interrelated, and form a closed-loop development process, helping students continuously improve and enhance their learning abilities and levels (see Figure 4.1). Figure 4.1 Optimization of the "Three-tier" Reflective Method
图 4.1 “三层级”反思方法的优化 Figure 4.1 Optimization of the "Three-tier" Reflective Method

6. 2 鼓励学生有针对性地进行自我反思 6.2 Encourage students to reflect on themselves in a targeted manner

根据《课标》中对文学阅读与创意表达的教学要求, 教师应当明确规定学生在自我反思时应关注的内容。引导学生有针对性地进行反思, 是教学的一个重要
According to the teaching requirements of literature reading and creative expression in the "Curriculum Standard", teachers should specify the content that students should focus on when reflecting on themselves. Guiding students to reflect in a targeted manner is an important part of teaching.
环节。例如, 在讲解部编本语文七年级上册的马致远的《天净沙 - 秋思》时, 教师可以引导学生反思以下几个方面:
For example, when explaining Ma Zhiyuan's "Tian Jing Sha - Qiu Si" in the first volume of the Chinese textbook for the seventh grade, teachers can guide students to reflect on the following aspects:
(1) 是否掌握了以景托情、寓情于景的手法。学生需要思考诗中景物的描写方式, 以及这些景物所表达的情感和主题, 从而深化对诗歌意义的理解。
(1) Whether the technique of expressing emotions through scenery and conveying emotions through scenery has been mastered. Students need to think about the way scenery is described in the poem, as well as the emotions and themes expressed by these scenery, in order to deepen their understanding of the meaning of the poem.
（2）是否理解了用众多的意象表达作者羁旅之苦、思乡之愁与悲秋之怨。学生应该分析诗中的意象和隐喻, 探究其中蕴含的情感和情绪, 进一步领悟诗人的思想感情。
(2) Whether the expression of the author's homesickness, sorrow and resentment in autumn through numerous images is understood. Students should analyze the images and metaphors in the poem, explore the emotions and feelings contained in them, and further understand the poet's thoughts and emotions.
（3）是否能独立鉴赏类似的古诗词。学生需要反思自己是否能够运用所学知识和方法, 独立分析和欣赏其他古诗词作品, 从中领略诗歌之美。
(3) Whether the ability to independently appreciate similar ancient poems has been developed. Students need to reflect on whether they can use the knowledge and methods they have learned to independently analyze and appreciate other works of ancient poetry, and appreciate the beauty of poetry from them.
（4）是否积极参与课上的研讨活动并有自己的看法。学生应该思考自己在课堂上的表现, 是否积极参与讨论, 是否能够独立思考并表达自己的观点, 从而提高课堂参与度和表达能力。
(4) Whether actively participate in the seminar activities in class and have their own opinions. Students should reflect on their performance in the classroom, whether they actively participate in discussions, whether they can think independently and express their own opinions, so as to improve classroom participation and expression ability.
以上几个方面的反思内容, 可以帮助学生全面地审视自己的学习情况和表现,找出存在的问题, 并提出改进的方案, 从而促进自身的学习进步。
Reflecting on the above aspects can help students comprehensively examine their learning situation and performance, identify existing problems, and propose improvement plans, thereby promoting their own learning progress.

6. 3 引导学生进行观察学习和对比反思 6.3 Guiding students to observe and learn and reflect on comparisons.

教师应当引导学生根据自我反思情况展开观察学习和对比反思。观察学习是指学生通过观察示范者的行为形成新的反应机制的一种学习方式。如果学生不擅长自我反思, 教师可以建议他们向身边的优秀榜样学习, 观察他人是如何进行自我反思和自我管理的。观察学习的对象可以是同学、老师或家长, 只要学生自己喜欢, 并且得到了被观察者的同意, 就可以进行观察学习。对于一些完全不了解反思方法的学生, 教师可以引导他们先确定一个单一的关注点, 树立观察学习的意识, 并鼓励他们记录观察学习的体会, 形成观察学习日记。
Teachers should guide students to observe and learn based on self-reflection, and engage in comparative reflection. Observational learning refers to students forming new response mechanisms by observing the behaviors of role models. If students are not good at self-reflection, teachers can suggest that they learn from excellent examples around them, observing how others engage in self-reflection and self-management. The objects of observational learning can be classmates, teachers, or parents, as long as the students themselves like it and have obtained the consent of the observed person, they can engage in observational learning. For students who are completely unfamiliar with reflective methods, teachers can guide them to first identify a single focus, establish awareness of observational learning, and encourage them to record their experiences of observational learning, forming an observational learning diary.
另一方面, 对比反思是指学生在古诗词学习中不仅要关注自身的情况, 还要关注他人的学习情况, 通过比对发现自己的不足之处。这种反思方法能够帮助学生更全面地认识自己的学习状况, 并从他人的成功或失败中汲取经验教训。通过比对, 学生可以发现自己在古诗词学习中存在的不足, 从而更有针对性地进行改进和提高。
On the other hand, comparative reflection refers to students not only focusing on their own situation in the study of ancient poetry, but also paying attention to the learning situations of others, discovering their own shortcomings through comparison. This reflective method can help students have a more comprehensive understanding of their learning situation, and draw lessons from the success or failure of others. Through comparison, students can identify their own shortcomings in the study of ancient poetry, thereby making more targeted improvements and enhancements.

6.4 鼓励学生设置自己的创新式学习规划 6.4 Encourage students to set their own innovative learning plans.

在完成自我反思和对比反思之后, 教师应当鼓励学生制定创新式的学习规划。
After completing self-reflection and comparative reflection, teachers should encourage students to develop innovative learning plans.
这种学习规划应该与之前的规划不同, 更加注重语文核心素养的发展和个人能力的提升。学生在了解自己古诗词学习中存在的不足后, 教师应该鼓励他们制定新的学习计划, 明确提出改进措施, 并定期进行检查和反馈。
This type of learning plan should be different from previous plans, with a greater emphasis on the development of Chinese language core literacy and personal abilities. After students identify their shortcomings in learning ancient poetry, teachers should encourage them to develop new learning plans, clearly stating improvement measures, and regularly conducting checks and feedback.
首先, 教师应引导学生根据自身的不足, 提出具体的改进措施。例如, 当学生意识到自己在理解马致远的《天净沙・秋思》中表达的情感方面存在困难时,教师可以根据学生的学习水平提供不同的指导方法, 鼓励他们通过查找资料或向同学请教来解决问题。其次, 教师需要定期检查学生的学习计划执行情况, 并及时给予反馈。这可以通过课下询问、课上提问或者考试作业等方式进行。定期检查学生的学习计划不仅有助于教师更全面地了解学生的学习情况, 也能够及时发现问题并提供解决方案, 以确保学生的学习计划能够顺利执行。
First, teachers should guide students to propose specific improvement measures based on their own shortcomings. For example, when students realize that they have difficulties in expressing emotions in understanding Ma Zhiyuan's "Autumn Thoughts on the Pure Sand", teachers can provide different guidance methods based on their learning level, encouraging them to solve problems by searching for information or asking classmates for help. Secondly, teachers need to regularly check the implementation of students' learning plans and provide timely feedback. This can be done through inquiries outside of class, questions in class, or exam assignments. Regularly checking students' learning plans not only helps teachers to have a more comprehensive understanding of students' learning situations, but also enables them to discover problems and provide solutions in a timely manner, ensuring that students' learning plans can be smoothly implemented.
总之, 通过鼓励学生制定创新式学习规划, 教师可以有效解决学生重 “学”轻 “思” 的问题, 促进他们的自我发展和提升。
In short, by encouraging students to develop innovative learning plans, teachers can effectively solve the problem of students focusing too much on "learning" and neglecting "thinking", promoting their self-development and improvement.

五、讨论 V. Discussion

1. 深度学习理论与实践的联系 1. The connection between deep learning theory and practice.

深度学习理论与实践的联系是现代教育领域中一个备受关注的话题。深度学习作为人工智能的一个重要分支, 通过模拟人脑神经网络的结构和工作方式, 实现了对大规模数据的学习和处理, 具有强大的数据建模和分析能力。在教育领域,深度学习理论的引入和应用, 可以为教学方法和课程设计带来新的可能性和机遇。
The connection between deep learning theory and practice is a topic of great interest in the modern education field. Deep learning, as an important branch of artificial intelligence, achieves learning and processing of large-scale data by simulating the structure and operation of the human brain's neural network, possessing powerful data modeling and analysis capabilities. The introduction and application of deep learning theory in the education field can bring new possibilities and opportunities for teaching methods and curriculum design.
深度学习理论注重于模型的训练和推断, 这与教育领域中教学方法的设计和实施密切相关。例如, 深度学习模型通过大量数据的训练, 可以自动识别和提取特征, 从而实现对学生学习过程的个性化分析和指导。这种个性化教学的理念与现代教育追求的差异化教学和学习路径的需求相契合, 有助于提高教学的针对性和有效性; 深度学习理论强调模型的深层次表征和学习能力, 这与教育领域中对于知识深度和内涵理解的要求相符合。传统的教学方法可能更注重于知识的表面记忆和机械运用, 而深度学习理论的引入可以促进学生对知识的深层次理解和内在联系的挖掘。例如, 在古诗词教学中, 深度学习模型可以帮助学生更好地理解诗词的情感表达、文化内涵和历史背景, 从而提升学习的质量和深度; 深度学习理论注重于模型的优化和调整, 这与教育领域中对于教学方法和评价体系的不断完善和优化相呼应。深度学习模型通过不断的训练和反馈, 可以实现模型参数的优化和精细调整, 提升模型的泛化能力和适应性。在教育领域中, 这种优化和调整的思想可以应用于教学设计和评价体系的改进, 例如通过实时数据分析和反馈,及时调整教学策略和评价标准, 促进教学效果的持续提升;
Deep learning theory focuses on model training and inference, which is closely related to the design and implementation of teaching methods in the education field. For example, deep learning models can automatically identify and extract features through training with large amounts of data, enabling personalized analysis and guidance of students' learning processes. This personalized teaching concept aligns with the modern education's pursuit of differentiated teaching and learning paths, contributing to the improvement of teaching effectiveness and targeting; deep learning theory emphasizes deep-level representation and learning ability of models, corresponding to the requirements for knowledge depth and intrinsic understanding in the education field. Traditional teaching methods may focus more on surface memorization and mechanical application of knowledge, while the introduction of deep learning theory can promote students' deep understanding of knowledge and exploration of intrinsic connections. For instance, in the teaching of ancient poetry, deep learning models can help students better understand the emotional expression, cultural connotations, and historical background of poems, thereby enhancing the quality and depth of learning; deep learning theory focuses on model optimization and adjustment, echoing the continuous improvement and optimization of teaching methods and evaluation systems in the education field. Through continuous training and feedback, deep learning models can optimize model parameters and fine-tune them, enhancing the model's generalization ability and adaptability. In the education field, this optimization and adjustment concept can be applied to the improvement of teaching design and evaluation systems, such as real-time data analysis and feedback, timely adjustment of teaching strategies and evaluation standards, promoting the continuous improvement of teaching effectiveness.
综上所述, 深度学习理论与实践的联系在教育领域中具有重要的意义和应用价值。通过深入研究和探索深度学习理论在教学方法和课程设计中的应用, 可以为教育教学带来更多的创新和发展, 促进学生的综合素质和能力的全面提升。
In conclusion, the connection between deep learning theory and practice holds significant importance and application value in the education field. Through in-depth research and exploration of the application of deep learning theory in teaching methods and curriculum design, more innovation and development can be brought to education, promoting the comprehensive improvement of students' overall quality and abilities.

2. 初中古诗词教学的现状与问题 2. The Current Situation and Problems of Junior High School Ancient Poetry Teaching

初中古诗词教学在中国教育体系中占据着重要地位, 然而, 当前的教学现状存在一些问题, 需要进行深入分析和改进。以下是关于初中古诗词教学现状与问题的讨论:
Junior high school ancient poetry teaching occupies an important position in the Chinese education system. However, there are some problems in the current teaching situation that need to be deeply analyzed and improved. The following is a discussion on the current situation and problems of junior high school ancient poetry teaching:
（1）学生兴趣不高: 目前许多初中生对古诗词缺乏兴趣, 认为古诗词与现代生活脱节, 难以引起他们的共鸣和关注。这导致了学生在学习过程中的学习动
(1) Low student interest: Currently, many junior high school students lack interest in ancient poetry, considering it disconnected from modern life and difficult to resonate with and pay attention to. This leads to students' lack of motivation in the learning process.
力不足, 学习效果有限。 Lack of strength, limited learning effect.
(2) 学习难度较大: 古诗词的语言古老、抽象, 句式复杂, 常常需要学生具备一定的文化背景和语言功底才能理解。许多学生在面对古诗词时感到困惑和无法适应, 影响了他们的学习积极性和成绩表现。
(2) The difficulty of learning: ancient poetry language, abstract, complex sentence structure, often requires students to have a certain cultural background and language skills to understand. Many students feel confused and unable to adapt when facing ancient poetry, which affects their learning enthusiasm and academic performance.
（3）教学方法单一: 目前的古诗词教学方法大多停留在传统的背诵、解释和默写阶段, 缺乏足够的互动性和实践性。这种单一的教学方法容易让学生产生学习疲劳和厌倦情绪, 难以激发他们的学习兴趣和创造力。
(3) Single teaching method: Currently, most of the teaching methods for ancient poetry remain in the traditional stages of recitation, explanation, and dictation, lacking sufficient interactivity and practicality. This single teaching method easily makes students feel fatigued and bored, making it difficult to stimulate their interest and creativity in learning.
（4）教材内容脱离实际生活: 部分古诗词教材内容过于古老和抽象, 与学生现实生活联系不紧密, 难以引起学生的共鸣和情感投入。这导致学生对古诗词的学习和理解局限于表面, 缺乏对诗词内涵和情感的深入体验。
(4) Text content is divorced from real life: Some of the content of ancient poetry is too old and abstract, not closely related to students' real life, making it difficult to resonate with students and emotionally engage them. This leads to students' learning and understanding of ancient poetry being limited to the surface, lacking in-depth experience of the connotation and emotion of poetry.
（5）教师教学质量参差不齐: 在古诗词教学中, 一些教师教学水平和教学方法有待提高, 导致教学质量参差不齐。一些教师缺乏对于古诗词深层次理解的指导, 教学方法较为传统, 无法激发学生的学习兴趣和积极性。
(5) Uneven quality of teaching: In the teaching of ancient poetry, some teachers' teaching levels and methods need to be improved, resulting in uneven teaching quality. Some teachers lack guidance on the deep understanding of ancient poetry, their teaching methods are more traditional, and they fail to stimulate students' interest and enthusiasm for learning.
综上所述, 初中古诗词教学现状存在诸多问题, 包括学生兴趣不高、学习难度大、教学方法单一、教材内容脱离实际生活和教师教学质量参差不齐等方面的挑战。针对这些问题, 本论文进行深入分析和探讨, 在第四章研究成果处提出有效的改进策略和教学优化方案, 以提升古诗词教学的质量和效果。
In conclusion, there are many problems in the current situation of teaching ancient poetry in junior high school, including low student interest, high learning difficulty, single teaching methods, text content divorced from real life, and uneven quality of teaching. In response to these issues, this paper conducts in-depth analysis and discussion, proposes effective improvement strategies and teaching optimization plans in Chapter Four research results, in order to enhance the quality and effectiveness of teaching ancient poetry.

3. 教学效果评估与反思的问题分析 3. Analysis of Issues in Evaluation and Reflection on Teaching Effectiveness

教学效果评估与反思是初中古诗词教学中至关重要的一环。通过对教学效果进行评估和反思, 可以及时发现问题, 总结经验, 进而优化教学设计和方法。以下是关于教学效果评估与反思的讨论:
Evaluation and reflection on teaching effectiveness are crucial aspects of junior high school ancient poetry teaching. By evaluating and reflecting on teaching effectiveness, problems can be identified in a timely manner, experiences can be summarized, and teaching design and methods can be optimized. The following is a discussion on evaluation and reflection on teaching effectiveness:
(1) 教学效果评估方法: 针对古诗词教学, 可以采用多种评估方法, 如定量评价和定性评价相结合的方式。定量评价可以通过考试成绩、学习表现数据等客观指标进行, 比如学生在古诗词知识掌握程度、阅读理解能力和创作能力等方面的成绩。同时, 也可以采用定性评价, 通过观察、访谈、问卷调查等方式, 收集学生对古诗词学习的态度、情感体验、实际应用能力等方面的信息。
(1) Methods of Teaching Effectiveness Evaluation: For ancient poetry teaching, various evaluation methods can be adopted, such as a combination of quantitative evaluation and qualitative evaluation. Quantitative evaluation can be based on objective indicators such as exam scores, learning performance data, etc., for example, students' performance in terms of mastery of ancient poetry knowledge, reading comprehension ability, creative ability, etc. At the same time, qualitative evaluation can also be used to collect information on students' attitudes towards ancient poetry learning, emotional experiences, practical application abilities, etc., through observation, interviews, questionnaires, etc.
（2）教学效果的综合评估: 将定量和定性评价结果综合分析, 全面评估教学效果。重点关注学生的知识掌握程度、学习动机和兴趣、学习策略和方法、情感态度和情感体验等方面, 了解教学的实际效果和影响因素。
(2) Comprehensive evaluation of teaching effectiveness: Analyze the quantitative and qualitative evaluation results comprehensively, and comprehensively evaluate the teaching effectiveness. Focus on aspects such as students' mastery of knowledge, learning motivation and interest, learning strategies and methods, emotional attitudes and emotional experiences, understand the actual effects of teaching and influencing factors.
（3）教学效果评估的反思和总结: 在评估的基础上, 进行深入反思和总结。分析教学过程中出现的问题和不足, 探讨教学方法和设计的合理性和有效性, 总结成功经验和教训, 形成对教学实践的深刻认识和理解。
(3) Reflection and summary of teaching effectiveness evaluation: Based on the evaluation, conduct in-depth reflection and summary. Analyze the problems and deficiencies in the teaching process, discuss the rationality and effectiveness of teaching methods and design, summarize successful experiences and lessons learned, and form a profound understanding and insight into teaching practice.
（4）教学效果评估结果的应用: 根据评估结果, 及时调整教学策略和方法,优化教学设计, 提升教学效果。可以针对学生的不同特点和需求, 制定个性化教学方案, 加强学生的实践能力培养, 激发学生的学习兴趣和创造力, 提高教学质量和效果。
(4) Application of teaching effectiveness evaluation results: Adjust teaching strategies and methods in a timely manner, optimize teaching design, and improve teaching effectiveness based on evaluation results. Personalized teaching plans can be formulated according to students' different characteristics and needs, strengthen students' practical ability training, stimulate students' interest in learning and creativity, and improve teaching quality and effectiveness.
（5）持续反思与改进: 教学效果评估是一个持续不断的过程, 需要教师和教学团队不断进行反思和改进。定期进行教学效果评估, 及时调整和优化教学策略和方法, 不断提升教学水平和教学质量, 实现教学目标的更好达成。
(5) Continuous Reflection and Improvement: Teaching effectiveness evaluation is a continuous process that requires teachers and teaching teams to constantly reflect and improve. Regular evaluation of teaching effectiveness, timely adjustment and optimization of teaching strategies and methods, continuous improvement of teaching level and quality, and better achievement of teaching goals.
综上所述, 教学效果评估与反思是初中古诗词教学中必不可少的环节, 通过科学有效的评估和反思, 可以不断提升教学质量和效果, 实现教学目标的更好达成。
In summary, teaching effectiveness evaluation and reflection are essential parts of junior high school ancient poetry teaching. Through scientific and effective evaluation and reflection, teaching quality and effectiveness can be continuously improved, and better achievement of teaching goals can be realized.

4. 可行性评估与效果预期 4. Feasibility Evaluation and Expected Effectiveness.

对于初中古诗词教学优化方案的可行性评估和效果预期, 需要考虑多个方面的因素。以下是关于可行性评估和效果预期的讨论:
Feasibility evaluation and effect expectation of optimization plan for junior high school ancient poetry teaching require consideration of multiple factors. The following is a discussion on feasibility evaluation and effect expectation:
（1）技术支持与资源条件: 首先需要评估学校或教育机构的技术支持水平和资源条件, 包括教学设备、网络环境、教学平台等方面。如果引入深度学习理论, 可能需要相应的技术支持和培训, 这对于教师和学生的接受程度是一个重要考量因素。
(1) Technical support and resource conditions: First, it is necessary to evaluate the level of technical support and resource conditions of schools or educational institutions, including teaching equipment, network environment, teaching platforms, etc. If deep learning theory is introduced, corresponding technical support and training may be required, which is an important consideration factor for the acceptance of teachers and students.
（2）教师培训与专业素养: 对于教师而言, 需要评估其对深度学习理论的理解和掌握程度, 以及对于新教学方法和工具的接受度和适应能力。有必要进行专业培训, 提升教师的教学水平和专业素养, 以保证教学质量和效果。
(2) Teacher training and professional literacy: For teachers, it is necessary to evaluate their understanding and mastery of deep learning theory, as well as their acceptance and adaptability to new teaching methods and tools. Professional training is necessary to improve teachers' teaching level and professional literacy, in order to ensure teaching quality and effectiveness.
(3) 学生学习适应性: 古诗词教学优化方案的可行性还需考虑学生的学习适应性和接受程度。学生是否具备足够的文化背景和语言能力, 能否理解和接受深度学习理论带来的教学变化, 对于方案的实施效果至关重要。
(3) Student Learning Adaptability: The feasibility of optimizing the teaching plan of ancient poetry also needs to consider the adaptability and acceptance of students. Whether students have sufficient cultural background and language ability, whether they can understand and accept the teaching changes brought by deep learning theory, is crucial for the implementation effect of the plan.
（4）教学效果预期：如果深度学习理论得到有效运用, 预期可以实现以下效果: 能够提升学生对古诗词情感和思想内涵的理解和体验; 激发学生的学习兴趣和主动性, 提高学习动机和学习效果; 促进学生的创造力和批判性思维能力,
(4) Expected Teaching Effects: If deep learning theory is effectively applied, the following effects are expected: it can enhance students' understanding and experience of the emotional and ideological connotations of ancient poetry; stimulate students' interest and initiative in learning, improve learning motivation and learning effects; promote students' creativity and critical thinking ability,
培养学生的综合素质和能力; 实现个性化教学, 根据学生不同的学习特点和需求,制定个性化学习路径和教学方案。
cultivate students' comprehensive quality and abilities; realize personalized teaching, formulate personalized learning paths and teaching plans according to students' different learning characteristics and needs.
(5) 教学模式创新效果: 若能成功实施深度学习理论优化的古诗词教学模式, 预期将实现教学模式创新, 提升教学效果和质量, 为未来教育发展提供有益探索和经验积累。
(5) Innovative Effect of Teaching Mode: If the teaching mode of ancient poetry optimized by deep learning theory can be successfully implemented, it is expected to achieve innovation in teaching mode, improve teaching effectiveness and quality, and provide beneficial exploration and experience accumulation for future education development.
综上所述, 对于初中古诗词教学优化方案的可行性评估和效果预期, 需要全面考虑技术支持、教师培训、学生学习适应性和教学效果预期等多个方面的因素。通过科学评估和预期, 可以更好地指导教学实践, 提升教学效果和教育质量。
In summary, for the feasibility evaluation and effect expectation of the optimization scheme for junior high school ancient poetry teaching, it is necessary to comprehensively consider factors such as technical support, teacher training, student learning adaptability, and teaching effect expectation. Through scientific evaluation and expectation, teaching practice can be better guided, and teaching effectiveness and education quality can be improved.

5. 挑战与应对策略 5. Challenges and Response Strategies

当涉及到优化初中古诗词教学的挑战时, 一些主要的挑战包括技术支持、教师培训、学生接受度以及教学模式创新。以下是挑战与应对策略的讨论:
When it comes to the challenges of optimizing junior high school ancient poetry teaching, some key challenges include technical support, teacher training, student acceptance, and teaching mode innovation. The following is a discussion of challenges and response strategies:
（1）技术支持: 深度学习理论的应用可能需要先进的技术支持, 包括教学设备、软件平台等。应对这一挑战的策略包括: 提供必要的硬件和软件设备, 确保教学过程中的顺畅运行; 确保网络环境稳定, 方便教师和学生进行在线学习和交流。
(1) Technical support: The application of deep learning theory may require advanced technical support, including teaching equipment, software platforms, etc. Strategies to address this challenge include: providing necessary hardware and software devices to ensure smooth operation during teaching; ensuring a stable network environment for teachers and students to facilitate online learning and communication.
（2）教师培训: 教师可能需要接受深度学习理论的培训, 学习如何运用这些理论来优化古诗词教学。应对这一挑战的策略包括: 提供专业的深度学习培训课程, 帮助教师理解深度学习理论的基本原理和应用方法; 提供教学资源和案例, 帮助教师将深度学习理论应用到实际教学中。
(2) Teacher training: Teachers may need to receive training on deep learning theory and learn how to apply these theories to optimize the teaching of ancient poetry. Strategies to address this challenge include: providing professional deep learning training courses to help teachers understand the basic principles and application methods of deep learning theory; providing teaching resources and cases to help teachers apply deep learning theory to actual teaching.
(3) 学生接受度: 学生对于新教学方法的接受度是一个重要挑战, 特别是对于需要使用技术设备和在线平台的教学模式。应对这一挑战的策略包括: 设计有趣和引人入胜的教学内容和活动, 激发学生的学习兴趣和积极性; 提供必要的技术培训和支持, 帮助学生熟练使用教学设备和在线平台。
(3) Student Acceptance: Student acceptance of new teaching methods is a significant challenge, especially for teaching modes that require the use of technological devices and online platforms. Strategies to address this challenge include: designing interesting and engaging teaching content and activities to stimulate students' interest and enthusiasm for learning; providing necessary technical training and support to help students become proficient in using teaching devices and online platforms.
(4) 教学模式创新: 新的教学模式可能会遇到传统教学模式的挑战, 需要教师和学生一定时间来适应和接受。应对这一挑战的策略包括: 逐步引入新的教学模式, 给予教师和学生充分的时间来适应和掌握; 提供支持和指导, 帮助教师和学生解决在新教学模式下遇到的问题和困难。
(4) Teaching Mode Innovation: New teaching modes may face challenges from traditional teaching modes, requiring teachers and students some time to adapt and accept. Strategies to address this challenge include: gradually introducing new teaching modes, giving teachers and students sufficient time to adapt and master them; providing support and guidance to help teachers and students address issues and difficulties encountered in the new teaching modes.
(5) 持续改进与反馈：在面对挑战时, 持续改进和反馈是关键。应对这一挑战的策略包括: 定期收集教师和学生的反馈意见, 了解他们的实际需求和问题;
(5) Continuous Improvement and Feedback: Continuous improvement and feedback are key when facing challenges. Strategies to address this challenge include: regularly collecting feedback from teachers and students to understand their actual needs and issues;
根据反馈意见调整教学设计和方法, 不断改进和优化教学效果; 通过有效的挑战与应对策略, 可以有效应对优化初中古诗词教学过程中可能遇到的各种挑战, 确保教学效果的最大化。
Adjust teaching design and methods based on feedback, continuously improve and optimize teaching effectiveness; effectively respond to various challenges that may arise in optimizing the teaching process of middle school ancient poetry through effective challenge and response strategies, ensuring the maximization of teaching effectiveness.

结论

本研究以深度学习为研究视角, 集中关注了初中古诗词教学设计。通过文献法、问卷法和访谈法的应用, 从教学目标、教学过程、教学内容、教学环节和教学评价五个方面进行了探究。发现当前初中古诗词教学设计存在重 “点” 轻 “链”、重 “教” 轻 “悟”、重 “形” 轻 “质”、重 “知” 轻 “行” 以及重 “学”轻 “思” 等问题。为解决这些问题, 提出了一系列改进建议, 包括加强目标的提炼和链接、精心设计实践活动、深化对古诗词情感和思想内涵的学习、建构真实而有意义的实践情境以及促进评价主体多元化等。
This study takes deep learning as the research perspective and focuses on the design of middle school ancient poetry teaching. Through the application of literature review, questionnaire and interview methods, exploration was conducted from five aspects: teaching objectives, teaching process, teaching content, teaching links and teaching evaluation. It was found that there are problems in the current design of middle school ancient poetry teaching, such as focusing on "points" rather than "links", focusing on "teaching" rather than "enlightenment", focusing on "form" rather than "quality", focusing on "knowledge" rather than "action", and focusing on "learning" rather than "thinking". To solve these problems, a series of improvement suggestions were proposed, including strengthening the refinement and linkage of objectives, carefully designing practical activities, deepening the learning of emotional and ideological connotations of ancient poetry, constructing real and meaningful practical situations, and promoting the diversification of evaluation subjects.
然而, 本研究也存在一些不足和需要改进的地方。例如, 对于深度学习理论视域下初中古诗词教学设计现状的调查还缺乏广度和深度, 需要更多数据作为支持。同时, 个人能力有限, 对于一些问题的思考可能显得过于肤浅, 没有深入揭示问题的本质。最后, 由于阅读的文献有限, 提出的改进建议可能只适用于某些学校的教师, 而不适用于所有教师。尽管存在这些不足, 我坚信随着课程改革的深入, 深度学习理论视域下初中古诗词教学设计的策略会越来越丰富, 中国教育也会不断发展，培养出更多具有全球竞争力的人才。
However, this study also has some shortcomings and areas for improvement. For example, the investigation into the current status of middle school ancient poetry teaching design from the perspective of deep learning theory lacks breadth and depth, requiring more data for support. Additionally, due to limited personal capabilities, some reflections on certain issues may appear too superficial, failing to reveal the essence of the problems. Finally, as the literature reviewed is limited, the proposed improvement suggestions may only be applicable to teachers in certain schools, rather than all teachers. Despite these shortcomings, I firmly believe that with the deepening of curriculum reform, the strategies for middle school ancient poetry teaching design from the perspective of deep learning theory will become increasingly enriched, and Chinese education will continue to develop, cultivating more talents with global competitiveness.

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