AnalysisofprimaryandsecondarypremiseofclassicalChinesepoetryteachingmethodTeachingofclassicalChinesepoetrycannotsaynoattention,butthetheoreticalstudyoftherelativestrengthanddepthisnotenough,itisdifficulttoeffectivelyguidethepracticalteachingreformauthorofthebasiceducationstageofclassicalChinesepoetryteachingpointspremiseofthinking,whichinturnattemptstoexploretheclassicalChinesepoetryandteachingresearchmethodsperspective,inordertoachieveabreakthroughonthetheoreticalresearchmethods,hopingtostartadiscussion,triggeringafurtherreflectionofthemajorityofmycolleagues.Aretrospective:thetwistsandturnsofclassicalChinesepoetryteachingexperienceSincethelateQinglanguageofficiallybeensetBranch,classicalChinesepoetryteachinghasgonethroughahundredyearsofhistory.Hundredyears,theteachingofclassicalChinesepoetryexperiencedamovefromthetraditionaltothemodern,conservativetendstoopentheprocessofchange.Alongtheway,classicalthepoetryteachingafterthestorm,aseriesofupsanddowns,canbedescribedasill----本文于网络，仅供参考，勿照抄，如有侵权请联系删除---fatedknowntoancientChina’straditionaleducation,yearsofteachingandlearning,languageteachingeducationalmosttheentirecontents,①andtraditionaleducationisthesingleDivisionofEducation,single-teachthelanguage,thereisnoothercourseanditisanindisputablestatus,raceagainsttimetoadvancescientific②Thecourse,thenthelanguageteaching,theorthodoxwritteninthepuresenseoftheclassicalChineseteaching(andbasedona“readthroughspeakingAfter“forthepurpose.classicalChinesepoetryteachingoccupiesamonopolyonlanguageeducationandthewholeancienteducation,everythingcomesnaturally,sturdilyandnoonequestioneditslegalstatus,however,inthebeginningofthe20thcentury,thiskindsofsituationgraduallychanged.before1903theQinggovernmentthe“Kuimao,dividedinto”readbypreaching“text”or“ChineseLiterature”Division,whichbecametheharbingerofthefuture,“Chinese”Branch.AftertheRevolution,theNationalGovernment,theMinistryofEducationcanceledReadingpreaching“text”or“ChineseLiterature”subjectsname,collectivelyreferredtoas“ChineseclassicalChinesepoetrystillmaintainedamonopolyposition,teachingmaterialsallclassical.1919“MayFourthMovement”,only10yearsoflanguageeducationfortheIndepen---本文于网络，仅供参考，勿照抄，如有侵权请联系删除---denceBranchinjectednewvitality.Thereafter,vernaculargraduallyintolanguageteachingmaterialsinprimaryandsecondaryschoolsinJanuary.1920,MinistryofEducationInstructionsnationalschoolsinthecountryProseWritteninsecondgradeChinesefirstchangedtothis“nationallanguage”Branchwasborn.Since1922,elementaryschoolsshallbereplacedbystylistictext,secondaryschoolsandtheUniversityoftheclassicalChineseteachingmaterialsaregraduallyreduced.Atthispoint,theclassicalChineseorthodoxstatusbythevernacular(languagebodytexttherealchallenge.languageteachinginnovationpioneerMr.YeShengtao,inresponsetothecallofthe“MayFourthMovement”,thefirstformallyintroducedtothevernacularlanguagecurriculumstandardsandlanguageteachingmaterials,tobreakafewthousandyearstoclassicalChineselanguageteachingsituationofworlddomination.attendant,therighttolifeclassicalChinesepoetryteachinginprimaryandsecondaryschools,thevalueorientationandtheimplementationpath“classicalteachingproblembeginningtoemerge,thecontroversyofthevoicesandlanguageteachinggohandinhand,becameaproblemuniqueandclassical...