1. Some suggestions for teaching ancient poetry
Original publisher: Longyuan Journal Network
Abstract: Ancient poetry has a history of more than 5,000 years of the Chinese nation. The precious cultural heritage is an important part of China's excellent traditional culture and plays an important role in cultivating students' Chinese literacy. Paying attention to the teaching of ancient Chinese poetry in primary schools is of great significance and role in cultivating students' imagination, memory, thinking, and aesthetic taste. Based on this, this paper mainly discusses several strategies for teaching ancient Chinese poetry in primary schools.
Keywords: word eye; reading aloud; blank space
Ancient poetry is the essence of ancient literature and fertile ground for cultivating the spirit. The People's Education Press Edition of Primary School Chinese has compiled 60 ancient poems, each of which is splendid and essence, allowing students to benefit from it endlessly. But in fact, primary school students still have problems such as difficulty in understanding and in-depth understanding of ancient poetry, which directly affects the efficiency of learning and teaching. In addition, in order to meet the needs of exams, many teachers simply choose traditional teaching methods and ask students to directly translate the meaning of poems in modern vernacular, which fails to allow students to truly appreciate the connotation and artistic conception of poems. How to get the teaching of ancient poetry out of the prison of the traditional teaching model so that students can learn easily and happily? I have the following four teaching suggestions:
1. Grasp the words skillfully and make key breakthroughs
"The key points in painting are the key points in poetry." The so-called "poetry eye" refers to a The finishing touch and expressive touch in the poem. It has two forms of expression, one is the most concise and expressive word or word in a poem; the other is the most exciting and critical poem sentence in the whole poem, which is the main theme of a poem. When teaching ancient poetry, we can form the main line of teaching by focusing on poetry, so that students can truly enter the text, experience the artistic conception of ancient poetry, and appreciate the poetry. The poetic eye in ancient poetry cannot just be a vague understanding of the whole. It must be understood accurately so that it can be understood from here to there. 2. Some suggestions on the teaching of ancient poetry
(1) Strengthen recitation and appreciate ancient poetry The beauty of language
The beauty of language in ancient poetry first refers to the musical beauty of language. Ancient poems rhyme with rhymes, and the number of words and sentences is neat and balanced. When recited, it is catchy and naturally produces a sense of music, making people feel the pleasant and smooth phonology and the even and harmonious rhythm. The language beauty of ancient poetry also refers to the precise and concise beauty of language. Each word contains extremely rich content. For example, Li Bai's "Looking at the Lushan Waterfall": "Purple smoke rises from the incense burner under the sun, and you can see the waterfall hanging in front of the river in the distance. It flies down three thousand feet, and it is suspected that the Milky Way has fallen from the sky." The word "生" not only writes "live" to Xianglu Peak It also vividly expresses the scene of rising and flowing smoke and clouds in the mountains.
How to guide students to feel and understand the linguistic beauty of ancient poetry in teaching? I always take reading aloud as a main thread throughout my teaching of ancient poetry. In the initial stage, read in unison or individually; in the in-depth learning stage, read aloud while understanding; after learning the complete poem, let students read aloud repeatedly, or read with sighs or chants, or read freely while shaking their heads. Fang Yue of the Song Dynasty said: "Books should be read frequently, but poems must be recited lightly." Only by allowing students to recite it repeatedly and savor it carefully, instead of being satisfied with reciting it, can students feel the beauty of language in ancient poetry.
(2) Inspire imagination and understand the beauty of artistic conception in ancient poems
Artistic conception is the integration of the creator’s aesthetic experience, emotions and the refined and processed life picture. An artistic realm. In the study of ancient poetry, teachers should inspire students to develop rich imagination and understand the beauty of artistic conception in ancient poetry. For example, the language of the poem "The One Who Seeks Hermitage Is Not Encountered" is quite concise. When I first read this poem, I think it is easy. However, if I appreciate it carefully, I will find that it is easy but difficult. The process of the hermit's arrival is not mentioned at all; the greetings and questions when meeting the boy are also omitted; the boy should have answered many questions, but the poet only excerpted three sentences, not many questions, but the meaning is profound . In teaching, I first guide students to clarify the general meaning and characters of the poem, and guide students to imagine: "What did the poet ask under the pine tree? Is it written in the poem? Can you summarize the boy's answer and make associations to supplement it? "If you were a book boy, how would you answer?" Then let the students answer these questions one by one based on their own life experience, and let the students perform dialogues in the class. During the performance, the students were active in thinking, rich in imagination, and responded fluently. They were also accompanied by vivid and interesting action performances. They vividly reproduced the searching scene in "The Seeker Is Not Encountered" and initially understood the artistic conception of the poem.
(3) Translate the text into emotions and appreciate the emotional beauty of ancient poetry
"Emotion" is the root of ancient poetry. Poetry is the product of the poet's "movement and speech". Without emotion, there is no poetry. Without the poet's sincere and strong feelings, it is impossible to produce touching poetry. In teaching, the following methods can be used:
Borrowing scenes to induce emotions - in ancient poems, poets often integrate their emotions into the scenes they depict, creating an artistic realm where scenes blend, such as Meng Haoran's The poem "Spring Dawn" describes the scene in every sentence, and contains emotions in every word. The poem seems to describe the scene, but it is actually lyrical. The scenes blend together to reach a state where there is no way to decompose. I guide students to start from the scene, from the understanding of words and the reproduction of the picture of the poem, to understand how the poet describes "singing birds", "wind and rain", "falling flowers" and other scenery, and then use multimedia courseware to guide students to understand the "singing birds", "wind and rain", "falling flowers" and other scenes in the poem. The emotional color of words such as "unconsciously" and "how much you know" can grasp the poet's deep feelings of loving and cherishing spring.
It is difficult for primary school students to understand the author's infinite love for spring in the poem "Ode to the Willows". When teaching, I first played a piece of music - "Spring". This piece of music vividly depicts the spring fields, lakes, and forests with its beautiful and lyrical melody, brisk and relaxed rhythm, and poetic musical language, and expresses the youthful feelings of youth. Children's love for the motherland and love for spring. As soon as the students listen to the music, they are immersed in the beautiful spring scenery, as if they are actually there. When learning ancient poems at this time, students will quickly enter the situation. It resonates with the beautiful and colorful new willows described by the poet. After learning the complete poem, they can then imagine while listening to the music, and a poetic spring scene will appear in front of the students. They couldn't help but express an infinite love for spring, and deeply realized the emotional beauty in the poem. The blend of music and emotion creates an artistic atmosphere for students to learn ancient poetry well.
Reference materials: Web link 3. A brief discussion on how to teach ancient poetry
Huang Li’s ancient poetry at Liji Town Central School, Wanning City is the essence of our country’s traditional culture. The ancient poems that have been handed down through the accumulation of ancient poetry and can be selected into primary school textbooks are the best of the best.
Most of them have the following characteristics: beautiful and concise language, rich and novel imagination, catchy rhythm, touching emotions, and profound philosophy. The teaching of ancient poetry in primary schools helps primary school students understand the richness and breadth of Chinese culture, absorb the wisdom of national culture, improve cultural taste and aesthetic taste, cultivate a love for the language and characters of the motherland, be influenced by noble sentiments and fun, develop personality, and enrich the spiritual world of students It is of great significance.
So, how to teach ancient poetry? Based on my teaching experience, I briefly talk about some of my own practices: 1. Respect individualized understanding and create independent readings of an ancient poem. When a poet creates, he has a specific background of the times. Different people will read it differently. It can be said that benevolent people have different opinions and wise people have different opinions. It is wrong for teachers to impose their own understanding on students, and it also inhibits the development of students' creative thinking. Taking poetry as an example, I think you can generally understand it with the help of annotations, because the feelings the poet wants to express are hidden between the lines. This is the beauty of artistic conception that can only be understood but cannot be expressed in words. The best way to express this beauty of artistic conception is, By stimulating students' imagination, poetry and painting are brought to their minds.
How to show it? Reading is the best way. Only by reading with emotion can the true flavor of poetry be appreciated.
Students recite poems with cadence and endless charm. Not only can they feel the beauty of the rhythm of the Chinese language, the beauty of the artistic conception of poetry, and the beauty of images, but they can also accumulate language and be influenced by it. For example, "Qing Ping Le" is included in the fifth lesson "Three Ancient Poems" in the second volume of the fifth grade teaching.
During the course of "Village Residence", at the beginning of class, the author guided the students to understand the title of the poem and the poet. After the students roughly understood the meaning of the poem based on the annotations, I focused on guiding the students to recite it. First, they read in rhythm, and then the students read aloud freely. Then there is a competition to see who can recite it beautifully. Finally, they imagine what kind of pastoral scenery this is based on the picture. How is life for this family? How do you feel? What emotion does the poet want to express? Most of the students in the class can experience and understand, recite and talk about the artistic conception of the poem, with active thinking and beautiful expression. Although the expressions are different, the artistic conception of the poem is vivid and vivid. The poet's love for pastoral life and Yearning has quietly infected the students, and emotions can flourish.
Students gain personalized understanding through independent reading. 2. Repeatedly recite and imagine, and understand the emotions while reading.
The ancients said that poetry is divided into seven parts and three parts are read. The reason why reciting is so important for learning ancient poems is because ancient poems have the beauty of language, rhythm, phonology and artistic conception. Teachers should use various methods to guide students to read emotionally, understand the blank meaning of the text, directly point to the author's soul, and then awaken the students' souls.
Paying attention to reading aloud requires respecting students' unique experiences. Teachers must become organizers, collaborators and facilitators who lead students to read aloud, so that students can gradually get better and read at higher levels. When the author was teaching Zhang Ji's "Shepherd Boy", I followed this teaching process for reading guidance: First, find the four words that describe the scenery in the poem, and describe these scenery (such as the bright moon setting in the west, the bright moon) according to your own understanding. The bright moon, the vast wilderness, the melodious sound of the flute, the carefree and unfiltered shepherd boy, etc.), read out your own understanding.
The second is the teacher's description of the artistic conception: one beautiful evening, a shepherd boy played the wooden flute and returned from grazing. He had no time to take off his raincoat and read the ancient poem to the students and talked about his feelings after reading it. The third is to supplement the writing background of this poem and ask students to talk about how they feel at this moment if they are a shepherd boy returning from herding. Read this poem again with this feeling.
The fourth is to play the music "Walking on a Country Road", the teacher describes the artistic conception, and the teachers and students recite the poems together to further understand the artistic conception and emotion of the poem. Belinsky said: In poetry, imagination is the main active force, and the creative process can only be completed through imagination.
There are paintings within poems, and poems within paintings. The image created by poetry cannot directly affect the viewer. Only the viewer can feel and reproduce the artistic image created in the poem with their own rich imagination.
Therefore, the best way to get students into the artistic conception is to require students to fully recite and associate, imagine themselves as the author himself, put themselves in the author's position at the time and consider his feelings, so that the images and scenes described in the poem can form a picture.
At this point, students can be said to have entered the artistic conception of poetry. Once they enter the artistic conception, the poet's thoughts and feelings and the social reality reflected in the poems are self-evident, and students will master the essence of the poems.
Therefore, when guiding students to recite repeatedly, teachers create situations to guide students to imagine the artistic conception of the poem and resonate with the poet's emotions. 3. Integrate teaching content, strengthen the accumulation of language and ancient poetry, and emphasize the process of reading and memorizing. The new concept proposed by the curriculum reform cannot teach textbooks, but must teach by textbooks, that is, we must creatively understand and use textbooks, actively develop curriculum resources, and flexibly Use a variety of teaching strategies.
We cannot teach poetry just by teaching poetry. We must integrate inside and outside the classroom, connect back and forth, and work with students to develop and generate open and dynamic curriculum resources. For example, when our high school Chinese teachers teach ancient poetry, they can skillfully guide students to recall and read previously learned poems according to the theme, and appropriately recommend poems with the same theme to guide students to recite.
When I was teaching Lu Yan's "Shepherd Boy", I guided the students to recall poems that depict children's interest, such as "What I Saw", "Village House", "Children Fishing", etc., and also introduced Bai Juyi's " Comparative and skimming of "Chi Shang", this kind of integrated comparative learning is not only conducive to deepening understanding in comparison, but also allows students to indulge in a happy childhood. At the same time, it increases students' reading of ancient poems and improves students' reading interest and emotions. Sounds with the text. In addition, during review, students can be guided to classify the ancient poems they have learned into subject-based integrated teaching such as poems about things, farewell poems, homesickness poems, and patriotic poems. This not only enhances the effectiveness of ancient poetry teaching, but also strengthens students' language accumulation. , received very good results.
4. Expand practice and deepen the study of ancient poetry. As the saying goes: If you are familiar with three hundred Tang poems, you can recite them even if you don’t know how to compose them. The cultural role of ancient poetry is well known. Its concise language is far-reaching. Its philosophy, rich connotation and beautiful artistic conception are worthy of every student to learn and apply. A new round of basic education. 4. How to design the teaching of ancient poetry in primary schools
If Teacher Li Xiaoming wants to teach well and let students learn well in the new primary school, teaching design is an indispensable link.
In order to design the teaching of ancient poetry wonderfully, teachers must first be quite familiar with ancient poetry and prose, have a certain understanding and research of ancient poetry and prose, and preferably also have unique experiences and feelings about some of these ancient poetry and prose. , so as to find ways to guide students into the appreciation and taste of ancient poetry. A large amount of literature shows that the current teaching of ancient poetry focuses on four major aspects.
First, creative background; second, analysis and understanding; third, appreciation and experience; fourth, reading and recitation. These four major aspects relatively completely reflect the main content of ancient poetry teaching.
In the study of exploring effective ancient poetry classroom teaching, the design of ancient poetry teaching in primary schools is carried out in seven steps: 1. Introducing excitement and revealing the topic. The teaching method of ancient poetry is similar to the teaching method of reading teaching, that is: Indirect tutoring and direct tutoring. Indirect teaching means creating a certain teaching situation, proposing the topics to be learned, and writing the topics on the blackboard.
There are many methods of indirect introduction, such as: story introduction method, question introduction method, preview introduction method, background introduction method, etc. No matter which introduction method is related to the teaching content, it is an integral part of the teaching content. A kind of foreshadowing and foil. For example, the "Returning Hometown Odd Book" I teach adopts the indirect introduction method. The poet He Zhizhang's "Ode to the Willows" is used to awaken students' representation of the poet and then enter this lesson on the premise of enhancing children's desire for knowledge. of learning.
Direct teaching means directly clarifying the learning content straight to the point, writing topics on the blackboard, putting forward learning requirements, and learning new lessons. Just like the "Boaching Guazhou" taught by me, from today on we will enter the second component of the study. With today's study we will get to know Wang Anshi, a poet from the Song Dynasty, and today we will study a poem written on blackboard by him.
2. Background introduction and understanding of the poet. The creative background of ancient poetry includes the background of the times, the situation and mentality of the poet when he wrote the poem, etc.
The profound historical and cultural background of ancient poetry is a good material for traditional cultural education and a typical embodiment of the humanistic nature of primary school Chinese. Teachers allow students to understand the poet and his creative background by searching for information before class, which can cultivate students' ability to collect and process information.
Moreover, the new curriculum standards also point out: It is necessary to use all aspects of Chinese teaching to consciously cultivate students' listening and speaking abilities, and to create various communicative situations inside and outside class, so that each student can conduct activities freely Oral communication. Therefore, handling this part of the teaching content well can not only increase historical knowledge, but also make teaching more interesting.
In this section, I introduce the background of the poem "Returning to Hometown" by the poet He Zhizhang, so that students can imagine and gain emotional experience in this situation. The curriculum standards put forward higher requirements for the accumulation of reading in senior grades: learning to browse, expanding knowledge, and being able to collect relevant materials as needed.
When I teach "Sauvignon Blanc", I ask students to communicate with each other. How much do you know about Nalan Xingde? This not only cultivates students' active learning qualities, but also trains students' listening and speaking skills and oral expression skills, and also prepares them for the next step of learning ancient poetry and understanding the content of ancient poetry. 3. Learn independently and understand poetry.
The "Chinese Curriculum Standards" will actively promote independent, cooperative, and inquiry-based learning methods as one of the four major concepts of the Chinese curriculum. It is pointed out that Chinese teaching should stimulate students' interest in learning, focus on cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students' individual differences, and encourage students to choose a learning method that suits them.
This requires teachers to create an open learning environment and create a relaxed and free classroom atmosphere. In this link, teachers should adopt flexible and diverse teaching strategies to organically combine liberalization and support to guide students to learn ancient poetry.
First be bold. First let students freely discuss methods of learning ancient poetry, and then let them choose a learning method that suits them to explore new knowledge and understand the meaning of poetry.
For problems that cannot be solved independently, students are encouraged to solve some specious problems through cooperation and help. Guide students to use the pictures, notes or other reference books in the book to help them understand the meaning of the poem.
To understand the meaning of poetry, students should also be guided to start from the following aspects: (1) Grasp the poetry: For example, Wang Wei's famous line "I am a stranger in a foreign land alone, and I miss my relatives even more during festive seasons." As long as you catch a single word, you can better understand the feelings of a stranger in a foreign land; as long as you catch a single word, you can understand the loneliness when you miss your loved ones, and you can better understand the poet's feeling of being alone when he sees others reunited. Lonely.
(2) Grasp the words: For example, they are both written farewell poems "Farewell to Xin Jian in Furong Tower" and "Farewell to Yuan Ershi Anxi". As long as you grasp the key words in the poems, you can understand The poet's emotions when bidding farewell are different. "Farewell to Xin Jian at the Furong Tower" writes: The cold rain comes to Wu at night, and I see off my guest Chu Shangu in the morning.
Relatives and friends in Luoyang are like asking each other, with a heart of ice in a jade pot. The words "Han Ye Gu Bing" are used in it. It can be seen from this that the author's heart was full of sadness and desolation when he said goodbye to Xin Jian. Who exactly was he saying goodbye to Xin Jian? Why so sad? It must be related to the poet's relatives and friends.
(3) Grasp the verses: In a poem, there are often two key sentences, and some have even become famous sentences. Then just grasp the key points and understand them.
For example, the desire to see a thousand miles away in "Ascend the Stork Tower" is taken to a new level. "Thoughts on a Quiet Night" raises one's head to look at the bright moon and lowers one's head to think of hometown.
The person in "Ti Xilinbi" does not know the true face of Mount Lu, just because he is in this mountain. (4) Grasp the title of the poem: For some poems, you can know what the whole poem is about from its title.
For example, Su Shi's "Drinking on the Lake at First Sunny and Later Rain". From the title, it can be seen that the author was drinking on the West Lake (appreciating the scenery? composing a poem?) and encountered a scene where it was sunny at the beginning and then rained. . Another example is the poem "Sent Off to Lin Zifang at Dawn from Jingci Temple". If you don't look at the title, you will know at a glance that it is about lotus flowers in summer.
But if you read the whole poem carefully based on the title of the poem, you will find that the author used objects to express his emotions and wrote his infinite blessings for Lin Zifang to become an official in Beijing. 4. Recite poetry, imagine, appreciate poetry and understand emotions.
The Chinese curriculum standards point out: Reading is a student's individualized behavior, and teachers' analysis should not replace students' reading practice. Students should be allowed to deepen their understanding and experience, gain insights and reflections, be emotionally influenced, gain ideological enlightenment, and enjoy aesthetic pleasure through proactive thinking and emotional activities.
Ancient poetry is the cultural treasure of the Chinese nation, broad and profound, concise and implicit. There is music, architecture, painting, and meaning.
5. How to design the teaching of ancient poetry in primary schools
1. Stimulate the introduction and reveal the topic
The teaching method of ancient poetry is similar to the teaching method of reading teaching, that is: indirect teaching and Direct teaching. Indirect teaching means creating a certain teaching situation, proposing the topics to be learned, and writing the topics on the blackboard. There are many ways to introduce indirectly, such as: story introduction method, question introduction method, preview introduction method, background introduction method, etc. No matter which introduction method is used, it is related to the teaching content and is a kind of foreshadowing and foil for the teaching content. For example: the "Returning to Hometown" I taught uses the indirect introduction method, which is composed of the poet He Zhizhang's "" "Wing the Willow" to awaken students' representation of the poet and then enter the study of this lesson on the premise of enhancing children's thirst for knowledge. Direct teaching, that is, straight to the point, directly clarify the learning content, write topics on the blackboard, put forward learning requirements, and learn new lessons. Just like From today on, we will enter the second component of the "Boancing Guazhou" taught by me. With today's study, we will get to know Wang Anshi, a poet from the Song Dynasty, and today we will study a poem written on blackboard by him.
2. Background introduction, understanding the poet.
The creative background of ancient poetry includes the background of the times, the situation and mentality of the poet when he wrote the poem, etc. The profound historical and cultural background of ancient poetry is a good source of traditional cultural education Materials are a typical embodiment of the humanistic nature of primary school Chinese. Teachers ask students to understand the poet and his creative background by searching for information before class, which can cultivate students' ability to collect and process information. And the new curriculum standards also point out: It is necessary to use all aspects of Chinese teaching In this link, we must consciously cultivate students' listening and speaking abilities, and create various communication situations inside and outside class to allow each student to communicate freely in oral English. Therefore, handling this part of the teaching content well can not only increase historical knowledge, but also enable students to communicate in oral English without restraint. Adding interest to teaching.
In this section, I introduce the background of poet He Zhizhang's creation of the poem "Returning to Hometown". Students will expand their imagination in this situation and gain emotional experience. Curriculum Standards There are higher requirements for reading accumulation in senior grades: learning to browse, expanding knowledge, and being able to collect relevant materials as needed. When I teach "Sauvignon Blanc", I ask students to communicate in this link. How much do you know about Nalan Xingde? This not only cultivates students' active learning quality, but also trains students' listening and speaking skills and oral expression skills, and prepares them for the next step of learning ancient poetry and understanding the content of ancient poetry. 6. Some thoughts on the teaching of ancient poetry in high schools
< p> The ancients said: "The poet is the heart of heaven and earth, the ancestor of kings' virtues, the ancestor of hundreds of blessings, and the home of all things." It can be seen that appreciating poetry not only increases self-cultivation and virtue, but also has the function of drawing parallels. As the "country of poetry", the learning and inheritance of ancient poetry has always been valued, favored and respected by the Chinese nation. In school education, no matter what era or version, the content of ancient poetry and its teaching activities will always occupy an important place. So, how to carry out effective teaching of ancient poetry? Let’s try to make some suggestions on this.1. Image teaching
Classical poetry, especially Tang poetry and Song poetry, has concise language, precise words, implicit meaning, and profound artistic conception. It contains many types of objects and the rich emotions of the author. The infinite charm of "the words are endless but the meaning is endless" can convey to people images that can be seen, felt, touched and lamented. What is imagery? Simply put, it refers to an artistic image created by the objective objects in poetry through the creator's personalized emotional activities. It is the full combination of the creator's "emotion" and "ambition", and is also the essence and soul of the work. Grasping the "image" to carry out teaching is like grasping the "nose of a cow", which can play a role in mobilizing the whole body.
Take Ouyang Xiu's "Traveling on the Shasha" as an example: Hou Pavilion and Xiqiao point out the journey and describe the location of the event; the broken plum trees and thin willows are also used to explain the season; at the same time, "Pedestrians" are created "Imagining the wife leaning on the railing and looking into the distance and weeping is a metaphor for the sadness of a "pedestrian" leaving home and leaving his wife. The specific season and place in the work are the real images, and the sadness of separation contained in the work is the combination of reality and reality, and the blending of scenes. Especially the last sentence "Pedestrians are outside the spring mountain" is the full manifestation of the integration of scenes and the subjective and objective world. It is not only the sublimation of "scenery", but also the sublimation of "emotion". That is to say, from "real-life explanation" to "emotional analysis" to "sublimation of witty words", it is not only conducive to the progressive understanding of ancient poetry, but also can cultivate students' literary literacy of ancient poetry.
2. Teaching with new ideas
In ancient poetry works, some images are obvious, while others are more vague. For poetic works with vague images, the "new meaning of ancient prose" teaching method can be used. What is the teaching method of “new ideas from ancient Chinese texts”? It is to encourage and guide students to interpret and analyze ancient poems with vague images on the basis of respecting the original meaning of the works, so as to gradually cultivate students' ability to explore poems.
Take Li Shangyin's "Jin Se" as an example: "The Jin Se has fifty strings for no reason, and each string and one column reflects the past. Zhuang Sheng dreamed of butterflies at dawn, and looked forward to the emperor's spring heart entrusted to the cuckoo. The bright moon in the sea has tears, The warm sun in Lantian made the jade smoke grow. This feeling can be recalled, but it was already lost at that time. "Because the connotation of the poem is relatively vague, teachers should not forcefully replace students' cognitive viewpoints with their own analysis, but should effectively" To inspire, awaken, and inspire" they rely on their own actual cognition and life experience to read and "appreciate" the colorful pictures shown in it, allowing them to create their own personalized understanding of poetry.
Regardless of whether the point of view is correct and reasonable, as long as it can be logically explained and justified, it deserves praise and recognition.
3. Comparing similarities and differences
Comparing similarities and differences is a common method in teaching ancient poetry. It means putting together different poems by the same author or poems by different authors with the same background, style, and technique for comparison, so as to gradually cultivate students' poetry appreciation ability and continuously improve their artistic accomplishment. This is an effective way to cultivate students' independent learning ability and sustainable development ability.
Taking Li Qingzhao's "Slow Voice" and "One Cut Plum" as examples, teachers can guide students to conduct comparative readings on the melancholy expressed in the two poems: "One Cut Plum" depicts the author's lovesickness in his early life. Feelings - the newly married husband has left home, and the poet expresses the parting mood due to the loneliness and urgent longing for him; "Slow Voice" expresses a completely different kind of sadness - the husband has passed away, The country is destroyed, the family is destroyed, old love is hard to find, and people are displaced. For another example, Xiang Yu is also used as the object, and Wujiang Pavilion is also used as the title: Wang Anshi starts from the perspective of the people's support and believes that Xiang Yu failed because he lost the people's support; Du Mu criticizes Xiang Yu from the perspective of military use because he failed to face the failure correctly and committed suicide in Wujiang; Li Qingzhao It starts from the popularity festival, believing that no matter life or death, it must be vigorous, and praises Xiang Yu as "a hero in life and a hero in death." Through comparison, it can effectively open up students' thinking in learning ancient poetry.
4. Connection between ancient and modern times
Ancient poetry is a shining pearl and precious spiritual wealth in the treasure house of excellent literature and art of the Chinese nation. It has always played a role in cultivating the soul and condensing the soul in the long history. The positive reinforcing effect of the human heart and the forging spirit. Famous sayings such as "Wrapped in a coarse cloth coat, you will be full of poetry and calligraphy" all emphasize that ancient poetry represented by Tang poetry and Song lyrics has an unparalleled influence on enriching knowledge and personality cultivation. Especially today, when national culture is constantly under attack, paying attention to and carrying out the teaching and reform of ancient poetry is conducive to cultivating young people to become modern citizens who are flesh-and-blood, full of friendship, and full of ambition. 7. How to teach ancient poetry well
Original publisher: Farewell Menghan Tonight
How to teach ancient poetry Teaching of ancient poetry must make breakthroughs and innovations, and go out of the ancient times Misunderstandings in Poetry Teaching. What are the misunderstandings in the current teaching of ancient poetry? First, the recitation and singing of ancient poems, language taste, and emotional perception are replaced by independent, inquiry, and cooperative learning. Independent and inquiry learning is the essence of teaching in various subjects that embodies the new curriculum concept. Chinese teaching, especially ancient poetry teaching, has a distinct and unique personality. If the characteristics of ancient poetry teaching are ignored, the "flavor" of ancient poetry teaching will be lost. The second is to use poetry interpretation, reading poetry, and memorizing poetry as the basic mode of teaching ancient poetry, spending a lot of time on understanding and analyzing the content, and reading through and in order. At present, most ancient poetry teaching remains at this level. In some schools that feature the study of classic poetry, students can recite many ancient poems, but their reading level is not high and their taste is not high. The main reason is that students have not learned to "appreciate poems" and recite them, so as to deepen their understanding of the artistic conception and emotions in the poems. 1. Taste of language Language literacy is reflected in many aspects such as understanding, taste, accumulation and practice of language. Understanding the language of poetry is the basis for reading poetry. Many teachers instruct students to read notes, look up information, or understand the meaning of words in context. For example, "the scenery was once familiar to me" allows students to understand that "acquaintance" means familiarity. From this, they know that the poet was once very familiar with Jiangnan, and now misses Jiangnan very much, so he expresses the feeling of "can't remember Jiangnan". Another example is "The flowers splash with tears when feeling the time", allowing students to understand that "time" refers not only to the time, but also to the current situation and the turmoil of the current situation; "tears" are not ordinary tears, but tears of separation and death, tears of panic, and patriotism. Tears of loving home. This kind of understanding does not stop at just reading the comments. The teaching of ancient poetry language cannot just stay at the shallow level of understanding. Learning to taste the language is the characteristic of ancient poetry teaching.
The exquisite and unique language of ancient poetry