近年来，中华优秀传统文化教育备受重视，《普通高中语文课程标准（2017年版2020年修订）》也明确提出文化传承与理解的核心素养。而古诗词作为优秀传统文化的重要载体，在语文课程落实传统文化教育上不可或缺。其中，作为历代诗人情志对应物的意象，包容着深厚的文化意蕴，可以在学生和古诗词之间搭起提升文化传承与理解素养的桥梁。但当前的古诗词意象教学存在较多问题，不仅阻碍了学生对古诗词的深度理解，也制约了文化传承与理解素养目标的实现。因此，本研究旨在基于文化传承与理解素养的目标，针对教学现状，探究高中古诗词意象教学的实施策略，以引导学生深入理解诗词，提升文化传承与理解素养。

本研究以统编教材必修上册为例，分析高中古诗词意象教学策略。首先，理清《普通高中语文课程标准（2017年版2020年修订）》、统编教材必修上册有关古诗词意象教学培育文化传承与理解素养的目标要求。其次，根据课标、教材的目标要求，采用课堂观察法、访谈法、实物分析法，明确当前古诗词意象教学落实文化传承与理解素养的现状及成因。最后，基于课标、教材要求，结合教学现状，提出古诗词意象教学实施策略。

研究发现：一，提升学生文化传承与理解素养的古诗词意象教学目标要点为：能够了解古诗词意象蕴含的中华优秀传统文化；能够体味古诗词意象承载的诗人情志；能够深化自我对社会人生的感悟认知；能够理解与古诗词意象相关的多元文化。二，当前古诗词意象教学落实文化传承与理解素养的现状是：在成效上，学生普遍能够了解古诗词意象蕴含的中华优秀传统文化，教师能够帮助学生体味诗人情志和深化对社会人生的感悟认知。在现存问题上，学生自主体味诗人情志的学习机会不足，教师对学生理解多元文化的引导不足。造成这一现状的原因为：教师层面对诗词意象文化价值的认识不足，学生层面满足于对意象意蕴的快速理解，以及学校层面教学进度压力对师生的制约。三，提出的古诗词意象教学策略为：借助诵读涵泳和品析炼字策略，帮助学生了解古诗词意象蕴含的中华优秀传统文化；借助知人论世、设疑刺激策略，帮助学生体味古诗词意象承载的诗人情志；借助关联意象与学生生活、创设真实的学习情境策略，帮助学生深化自我对社会人生的感悟认知；借助古今勾连叩响文化语码、借助中外对比发现文化特质、借助热点探究反思当代生活策略，帮助学生理解与古诗词意象相关的多元文化。

In recent years,the education of excellent traditional Chinese culture has been paid much attention.The Chinese Curriculum Standards for Ordinary Senior High Schools(revised in 2020,2017 edition)also clearly put forward the core quality of cultural heritage and understanding. As an important carrier of excellent traditional culture,ancient poetry is indispensable in the implementation of traditional culture education in the Chinese curriculum. Among them,as the emotional counterpart of poets in all ages,the image contains profound cultural connotations and can build a bridge between students and ancient poetry. However,there are many problems in the current teaching of ancient poetry image,which not only hinders students'deep understanding of ancient poetry,but also restricts the realization of the goal of cultural heritage and understanding. Therefore,based on the goal of cultural heritage and understanding,this study aims to investigate the implementation strategies of teaching ancient poetry imagery in high schools based on the current teaching situation,so as to guide students to deeply understand poetry and improve their cultural heritage and understanding.

Taking the unified textbook as an example,this study analyzes the teaching strategies of ancient poetry image in high school. First of all,the goal requirements of the Chinese Curriculum Standards and the unified textbook about the cultivation of cultural heritage and understanding in the teaching of ancient poetry image are clarified. Secondly, according to the objectives and requirements of the curriculum standards and textbooks, the classroom observation method, interview method and object analysis method are used to clarify the current status and causes of the implementation of cultural heritage and understanding in the teaching of ancient poetry imagery. Finally, based on the curriculum standards, textbook requirements, and combined with the current teaching situation, strategies for ancient poetry image teaching are proposed.

The research findings are as follows: First, the key points for the ancient poetry image teaching targeting the enhancement of students' cultural inheritance and understanding are as follows: Understanding the traditional Chinese culture contained in ancient poetry images; experiencing the poet's emotions conveyed by the images; deepening one's understanding of social life; understanding the diverse cultures related to ancient poetry images. Second, the current situation of implementing the cultural inheritance and understanding target in ancient poetry image teaching is as follows: In terms of effectiveness, students generally understand the traditional Chinese culture contained in ancient poetry images, and teachers can help students experience the poet's emotions and deepen their understanding of social life. In terms of existing problems, students have insufficient learning opportunities to experience the poet's emotions on their own, and teachers have insufficient guidance in helping students understand diverse cultures. The root causes of this situation are as follows: The teachers at the layer below have insufficient understanding of the cultural value of poetry images, the students at the layer above are satisfied with a quick understanding of the connotations of the images, and the pressure of the teaching schedule at the school level restricts teachers and students. Third, the ancient poetry image teaching strategy proposed is as follows: By using the strategies of recitation and immersion, and analysis of character selection, help students understand the traditional Chinese culture contained in ancient poetry images. With the strategies of understanding the poet's intentions and the context in which the poem was written, stimulating curiosity, and helping students appreciate the emotions and intentions conveyed by the images in ancient poems; using the strategy of relating images to students' lives and creating real learning situations to help students deepen their understanding of society and life; using the strategies of connecting ancient and modern times to unlock cultural codes, comparing Chinese and foreign cultures to discover cultural characteristics, and exploring current issues to reflect on contemporary life to help students understand the diverse cultures related to ancient poetry images.