Author(s)

Zeyuan Li ¹

Affiliation(s)

¹ Zhejiang Normal University, Jinhua, Zhejiang, 321004, China

Corresponding Author

Zeyuan Li

ABSTRACT

Based on curriculum standards, textbook analysis, and student needs assessment, this study establishes core literacy objectives in classical poetry education including linguistic accumulation, emotional engagement, and aesthetic appreciation, while constructing a three-dimensional goal system of "experiential learning, knowledge acquisition, and skill formation". The teaching process emphasizes embedded assessment through pre-class diagnostic exercises, in-class performance evaluations, and post-class application enhancement, achieving dynamic integration of objectives, instruction, and evaluation. Simultaneously, it strengthens student-centered approaches with multidimensional feedback mechanisms. By creating contextual scenarios, implementing real-time questioning, and facilitating emotional immersion, the methodology guides students to deeply comprehend poetic imagery and emotional resonance. Practical evidence demonstrates that this approach effectively optimizes classroom structures, promotes knowledge internalization and aesthetic resonance, while elevating linguistic sophistication and cultural identity.

KEYWORDS

Teaching-Learning-Assessment Alignment; Ancient Poetry Reading Teaching; Goal Orientation; Student-Centered

CITE THIS PAPER

Zeyuan Li, Classroom Implementation of Ancient Poetry Reading under Teaching-Learning-Assessment Alignment: A Case Study of 'Three Poems'. Curriculum and Teaching Methodology (2025) Vol. 8: 61-65. DOI: http://dx.doi.org/10.23977/curtm.2025.080708.

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