Teaching Practice of Comparative Reading of Ancient Poems Based on "Double-dimensional Coordinate"——Taking the Macao High School Case Study

Huang Xinrong  【Macao】

Abstract:

This article takes the "Comparative Reading of Poems" case developed by Pui Ching Middle School in Macao as a practical carrier, proposes a "Double-dimensional Coordinate Method" (the axis of poetry theme and the axis of artistic techniques), and guides students to establish a systematic structure of ancient poetry appreciation through task-driven project learning. The teaching practice shows that this method significantly enhances systematic decoding ability of Macao students for Chinese classical poetry, and provides a new path for the teaching of ancient poetry in the context of cultural integration in the Guangdong-ong Kong-Macao Greater Bay Area.

Keywords: comparative reading of ancient poems; double-dimensional coordinate method; task-driven; sense of order; Macao Chinese teaching

1.Introduction: New Demands for Ancient Poetry Teaching under the Perspective of Cultural Identity

As a place where Chinese and Western cultures meet, Macao's school Chinese language teaching needs to balance the dual mission of localization and the inheritance of Chinese culture. On this land of multiculturalism, students are not only exposed to cultural elements from West but are also deeply influenced by the traditional culture of China. Therefore, how to effectively integrate these two cultures in the teaching process has become a great challenge facing teachers.

T ancient poetry teaching is prone to fall into the dilemma of "single-article detailed explanation and scattered interpretation", and students find it difficult to form a systematic framework of classical literature. teaching method often ignores the overall coherence and internal connections of poetry, resulting in students' understanding of ancient poetry being confined to the surface, unable to deeply appreciate the emotions and artistic contained within. For example, when explaining "Thinking on a Tranquil Night", if it is limited to the literal meaning of the text, students may miss Liai's deep yearning for his hometown and that sense of loneliness.

This study draws on the innovative case of Mr. Huang Huang during the Gui-A Great Joint Preparation Activity, and adapts it to local conditions to explore an ancient poetry teaching model with "classification-comparison-reconstruction" as the core. By classifying poems according to themes, styles, or historical background, students can more clearly see the commonalities and differences between different poems.

2.Theoretical Framework: The Construction Logic of Double-dimensional Coordinate Method

(a)Concept Definition

"Double-dimensional Coordinate Method" refers to establishing two analytical axes in ancient poetry teaching:

The horizontal theme: classified by subject matter (such as frontier fortress, landscape, historical narrative, etc.). For example, frontier fortress poems often depict magnificent deserts and dangerous mountains rivers, expressing the soldiers' lofty aspirations and homesickness; landscape poems, on the other hand, take natural scenery as the background, expressing the poet's love for nature insights into life.

The vertical technique axis: classified by artistic techniques (such as image combination, structure of chapters, language style). For example, image combination can conize abstract emotions through ingenious metaphors and symbols; the structure of chapters pays attention to the transition, making the poetry clear and the emotions progressive; the language style can be and elegant, or vigorous and passionate, different styles endow the poetry with unique charm.

By locating the characteristics of poetry at the intersection of coordinates, the method achieves the mutualboration of "category" and "law". This method not only helps students deeply understand the content and form of poetry but also cultivates their aesthetic ability and literary appreciation.

(b) Theoretical Foundation

Cognitive Structure Transfer Theory (Ausubel)

The classification system facilitates the connection between old and new, such as categorizing "Spring View" as "war-torn poetry," forming a thematic network with "The Stone Bridge Official." Through this classification, students better understand the emotions and historical context expressed in the poetry, thereby enhancing their comprehension and memory of literary works.

Comparative Poetics Methodology

Drawing on Zhang Long's perspective of comparative study between China and the West, the cultural dialogue consciousness is reinforced in the Macao context. By comparing poetry works from different cultural backgrounds, it is possible reveal their unique aesthetic values and cultural connotations, promoting cross-cultural exchange and understanding. For example, comparing Du Fu's "Spring View" with Western war poetry can discoveralities in expressing human suffering and hope, while also showcasing distinct cultural perspectives.

3. Teaching Practice: Operation Path of "Comparative Study of Categories, and Interpret of Poetry by Methods" in Macao Class Cases

(I) Innovative Points of Teaching Design

(II) Three-stage Model for Classroom Implementation

a. Coordinate Construction Stage (Basic Level)

Students draw the "ang Dynasty Frontier Fortress Poetry Coordinate Chart":

X-axis: Theme Classification (Patriotic Ambition/Military Service Sorrow/Scenic Views Beyond the Wall)

Y-axis: Technique Characteristics (Direct Description/Allegory/Rhythm and Rhyme)

Locate the coordinates of "Yan Ge Xing and "Cong Jun Xing"

During this stage, students can intuitively understand the themes and technique characteristics of Tang Dynasty frontier fortress poetry by drawing the coordinate chart For example, "Yan Ge Xing" takes patriotic ambition as its theme and uses the technique of direct description to show the soldiers' lofty aspirations to defend their country while "Cong Jun Xing" mostly expresses the sorrow of military service, conveying the hardships and helplessness of soldiers on the frontier battlefield through allegory and rhythm and rh. Through this visualized method, students can more deeply analyze and compare the characteristics of different poems, thus enhancing their understanding and appreciation of literary works.

b. Comparativequiry Stage (Ability Level)

Group completion of the "Two-dimensional Analysis of Farewell Poems" task:

Example of coordinate analysis representation of farewell:

c. Creative Transition Stage (Innovation Layer)

Create a micro-poetry collection titled "Macao Islands' Ch" with the following requirements:

① Select 2 theme categories (e.g., Fishermen's Life / Coastal Scenery)

Under the theme of fisher's life, depict the scene of fishermen setting out to sea in the early morning, with fishing boats glistening in the morning light, the sea breeze brushing against the, bringing the salty smell. At dusk, the fishing nets are full and returning, children jumping for joy on the shore, welcoming the return of their fathers.

Under the of coastal scenery, show the delicate beach and clear sea water, the sunlight sprinkled on the sparkling sea surface, forming a patchwork of light and shadow. The lighthouse firm in the distance, guarding this quiet sea area, and seagulls circle in the air, making a crisp call.

② Use specified chapter patterns (Rising-uing-Turning-Concluding / Image juxtaposition)

Rise: The early morning fishing village, fishing boats dotted, the sea breeze gently brushing, fishermen ready to set out.

Continue: Work during the day, fishing boats shuttling through the azure sea surface, fishing nets dancing in the water, capturing the gifts of sea.

Turn: At dusk, the fishing boats are full and returning, children cheering and jumping, welcoming the return of their fathers.

Conclude: Night falls, fishing village is quiet, the stars are dotted, the waves are gently lapping the beach, telling the story of the day.

Image juxtaposition: The fishing boats the early morning and the return in the evening, the fish in the fishing net and the shells on the beach, form a vivid picture of the islands' charm.

3. Outcomes: Empirical Enhancement of Cross-Cultural Decoding Capacity

(a) Learning Effect Evaluation

Compare pre- and post-tests of the experimental classn=42) in the second year of Heojiang Middle School.：

(II) Qualitative Evidence of Cross-Cultural Understanding

Student Comparison Conclusion Excerpt:

" 'dead vines' in 'Autumn Thoughts in the Pure Sand' are a pile of visually sad scenes, while the 'tired cicada' in 'Seeking Solitary Beauty of Puji' in Macau is auditory fatigue, both belong to the sorrow of autumn but with different sensory paths. This difference is not only reflected in sensory but also reflects the ways of expressing emotions about autumn in different cultural backgrounds. In Chinese classical poetry, visual elements are often used to convey sorrow and loneliness, such as 'deadines, old trees, and dusk crows', which directly touch the reader's heart through visual impact. In the 'Seeking the Solitary Beauty of Puji' Macau, however, auditory elements dominate, and the auditory image of 'tired cicada' describes a sense of fatigue in tranquility, which tends to be silence and helplessness deep in the heart. This difference in sensory paths reveals how the two cultures choose different artistic techniques to express complex emotions when facing similar themes. This not onlyriches our understanding of cross-cultural understanding but also provides us with a new perspective to explore different cultural expression methods."

4. Reflection and Extension: The Generation ofau's Characteristic Teaching System

(I) Practice Reflection

Challenge of Local Adaptation

Solution Path: Compiling the "Macau Folk Custom Ancient Corresponding Reader", which includes local works such as Zhao Liancheng's "Austere Residence Miscellaneous Poems" as coordinate cases. these local works, students can gain a deeper understanding of Macau's historical and cultural background, enhance their sense of identity and pride in local culture. In addition, local cultural can be invited to give special lectures to further enrich teaching content and improve students' cultural literacy.

At the same time, teachers should focus on guiding students to think about how to local cultural elements into modern life in the teaching process, cultivate their innovative consciousness and practical ability. For example, students can be organized to participate in community cultural activities or create literary and works with Macau themes to stimulate their love and desire for the inheritance of local culture.

(II) Theoretical Innovation Value

Proposing the "Three-Stage Model Training Chapter Law Consciousness":

A[Perception of Chapter Law] --> B[Coordinate Classification]  

B --> C[Comparison andconstruction]  

C --> D[Cultural Migration]

This model systematically improves individuals' perception and application ability of chapter law through three stages and has theoretical innovation value.

a. Perception of Chapter Law (Perception of Chapter Law): This stage aims to improve individuals' basic understanding of chapter law, enabling them to initially and understand the basic characteristics and patterns of chapter law through observation, analysis, and experience of different forms of chapter law. For example, in literary creation, through reading and analyzing classic, students can gradually master the basic chapter law such as article structure and paragraph arrangement.

b. Systematization of Chapters (Chapter Classification): Building on the foundation of perceiving the structure of, further classify and systematize the structure to establish a clear coordinate system, which helps individuals better understand and apply the structure. For example, in music education, by categorizing melodic, rhythmic, and harmonic patterns, students can more accurately grasp the structural organization of musical works.

c. Comparative Reconstruction (Comparative Re): On the basis of mastering the classification of chapters, encourage individuals to engage in cross-domain comparisons and reconstructions, stimulating creativity and innovative abilities. For example, in architectural, by comparing the architectural styles and layouts of different cultural backgrounds, designers can create unique designs that blend multiple elements.

d. Cultural Migration (Cultural Migration): Finally, through process of cultural migration, extend the awareness of chapter structure to a broader cultural context, promoting cross-cultural exchange and understanding. For example, in international business negotiations, understanding and respecting cultural habits and communication styles of the other party can effectively increase the success rate of negotiations.

This model transcends traditional single-text teaching, covering not only the analysis and of a single text but also comprehensively responding to the requirements of the new curriculum standard's "cultural heritage and understanding" core literacy through a multi-dimensional, multi-level method. It not only guides students to delve into the cultural background and historical significance behind the text but also encourages them to think and discuss comprehensively from a cross-disciplinary perspective, knowledge from history, literature, art, and other aspects. In addition, the model also focuses on cultivating students' critical thinking skills, enhancing their ability to understand and respect multism in a global context by guiding them to compare and analyze different cultural perspectives.

5.Conclusion

The two-dimensional coordinate method shifts the teaching of ancient poetry from "experient perception" to "systematic thinking," providing cultura

l roots and innovative momentum for Macao's Chinese language education. Through this method, teachers can more scientifically analyze and explain ancient, helping students deeply understand the historical background, cultural connotation, and artistic characteristics of the poems, thereby enhancing their literary literacy and aesthetic ability. In the future, cross-cizational comparisons with Portuguese poetry can be explored to deepen the "Chinese-based, integrated Western learning" teaching paradigm of Macao. This type of cross-cultural comparative research can only broaden students' horizons but also promote exchanges and understanding between different cultures, further enriching the connotation of Macao's multicultural education. At the same time, combining Chinese traditional culture with the essence of Western literature, a new generation with an international perspective and profound cultural heritage can be cultivated, contributing wisdom and strength to the cultural development of Mac and the world.

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