古诗词教学不仅要培养学生对古诗词言语的理解能力，更重要的在于引导学生挖掘这些优秀诗词的丰富内涵以进一步升华学生的精神境界，从而焕发古诗词的无限魅力，发挥“诗教”的多重功能。缘此，本文拟从对高中古诗词教学的实际情况和理论研究现状的总结分析出发结合学术界对古诗词研究的一些成果来构建一种高中古诗词教学的新理念，那就是从多种诗学视角进行高中古诗词教学。本文将阐述这一理念并论证其必要性、可行性及价值并从实践中探索一些具体可行的高中古诗词教学方法。此外，还试图对教材、教参和评价方式提出自己的一些看法。从多种诗学视角进行高中古诗词教学是完善高中古诗词教学的需要，是新课程标准的要求，也是高中生认知发展的要求。古诗词本身所包涵的丰富意蕴和高中语文教材所选古诗词的丰富多彩使从多种诗学视角进行古诗词教学具有了可行性。古典诗学的研究是多方面的，社会诗学、文化诗学、生命诗学、过程诗学、地域诗学等等，在这多种诗学的联合观照下，结合形式的分析，可以呈现出古诗词文本意义生成的最大可能性。这种理念可以促进高中生思想的成熟，提升他们的思维能力。在这种理念的指导下，具体实践中我们可以灵活地采用多种具体可行的教学方法，比如专题漫话、比照对比、诗学导引、网络延伸等。

The purpose of classical poetry teaching in high schools is not only to develop students’ abilities to understand poetry denotatively, but what more important is to lead students probing into enriched poetic connotation, so as to perform the multiple functions of the poetry teaching. With reference to some academic achievement in classical poetry researches, this article analyzes/concludes practices and researches of high school classical poetry teaching, and attempts to form a new concept of classical poetry teaching in high schools, namely how to lead students to interpret classical poetry in multiple perspectives of poetics. This article will expound the concept, demonstrates the necessity and the feasibility and the effect of the proposed teaching concept, then explores some teaching approaches based on practical experiences. Besides, this article also puts forward some opinions on teaching reference book, teaching materials, and examining methods, etc. High school classical poetry teaching through multiple perspectives of poetics is the request of improving teaching effect and the development of the senior students’ cognition. The abundant signification of classical poetry and the abundant of classical poetry in senior Chinese book make it have feasibility to perform the high school classical poetry teaching through multiple perspectives of poetics. The researches of classical poetics consist of many respects, social poetics, cultural poetics, anima poetics, process poetics, region poetics, structure poetics, etc. Be concerned with multiple poetics, we can reveal the maximal possibility of the version meaning producing. The concept can accelerate senior students’ mature of idea, step up their ideation. In view of this concept, flexible and diversified teaching approaches can be applied in practice, such as special discussion，contrast and comparison, poetics introduction, net extension, etc.