Enlightenment from Into the Wine (1)
Poetry is the treasure of our national culture. It is short, pithy, catchy, rich in connotation and timeless. However, due to various reasons, it is difficult for modern middle school students to feel the closeness of poetry, which forces Chinese teachers to make great efforts.
So how should poetry teaching enter the inner world of students? I got a little inspiration from Walking into the Wine.
Li Bai's Into the Wine was written in Tianbao for three years, which was the darkest and decadent period in the Tang Dynasty. Li Bai's dissatisfaction with reality has accumulated for a long time, but he is unable to resolve it. He can only drown his sorrows in wine and pour out his grievances. The whole poem is gripping, elegant and moving, and has always been loved by famous reciters. Interestingly, different readers convey different interpretations of poetry by reading aloud. When designing teaching, I had a brainwave: Why not compare it?
So, I chose Pu Cunxin and Jiao Huang's recitation from many reading recordings.
In the teaching of the first two poems, I asked students to try to figure out their emotions and mark symbols such as tone, pause, rise and fall in the poems. Then the students read aloud freely and listen to the recordings of two famous artists. And the students found out? How does the water from the Yellow River flow out of heaven? The last three words should be stressed, loud and imposing. After entering the ocean, the last three words must be effectively restrained, in order to express the momentum of the Yellow River rushing thousands of miles and rushing straight to the East China Sea.
Then, listen? Oh, let a man with spirit take risks where he wants to go, and never point his golden cup at the moon empty! ? In two words, the students had a dispute. Some thought that Jiao Huang's passionate reading was in line with Li Bai's heroic and positive personality, while others thought that Pu Cunxin's reading was sad and sad, which reflected Li Bai's true feelings of taking pleasure in suffering. I try to guide students, no matter how sad and passionate they are, Li Bai's outlook on life is positive. We can't play it? Oh, let a spirited man take risks where he wants to go? Two sentences were mistaken for the decline of Li Bai. Since God has given talents, let them be used! , spin one thousand silver, all come back! ? What is revealed is Li Bai's declaration of life value. Encouraged by this, the students read aloud in chorus again. It feels so different from before, even I am infected.
Next, explain? What are bells and drums, delicacies and treasures? I hope I never wake up, OK? Sometimes I ask students to read by themselves, but they can't read anything. I use Li Bai's experience of going to Beijing twice and leaving him twice to inspire students. They finally tasted the anger contained in it. Many students read forcefully and played vividly, and achieved good results. Five flowers and horses, thousands of gold and autumn, Hull and you are worried about selling wine forever? At that time, the students couldn't read the taste of sadness, so I let them listen to the recordings of two famous artists. After comparison, the students found that Pu Cunxin's reading was melancholy and tragic, while Jiao Huang's reading was firm, so I hardly needed to ask questions. Everyone began to think about why reading me like this would make students start with the whole poem and experience it. Worried? The connotation of, why use? Forever? Describing students' disagreement, I gradually found that Li Bai's eternal sorrow was incompetence, but this was not his personal sorrow, but the fate of most gifted scholars in feudal times. Plus, life is short and fleeting, and this sadness becomes more profound. The students suddenly woke up and began to imitate Park Cunqing's reading. Over and over again, they finally read the depth and breadth of sadness.
Throughout the class, my teaching design is clear and coherent, and the better aspect is reflected in the introduction part at the beginning, so that students can review the past and learn new things, and introduce the text concisely and clearly into the classroom. My lack of ability to master the classroom is reflected in my grasp of the key points and difficulties in teaching, my appreciation of the poet's emotional ups and downs, and my meticulous and thorough analysis of emotions when analyzing poetry, thus weakening the artistic conception of poetry and making students unable to better taste poetry.
Enlightenment of "Drinking" (2)
Li Bai's Into the Wine was written in Tianbao for three years, which was the darkest and decadent period in the Tang Dynasty. Li Bai's dissatisfaction with reality has accumulated for a long time, but he is unable to resolve it. He can only drown his sorrows in wine and pour out his grievances. The whole poem is stirring and elegant. Therefore, it has always been loved by famous readers. But interestingly, different readers convey different interpretations of poetry by reading aloud. When designing teaching, I had a brainwave: why not start with comparative reading, let students experience the emotional tone of poetry in different readings, and then express their understanding of poetry with their own reading.
So, I chose Pu Cunxin and Jiao Huang's recitation from many reading recordings.
Before teaching the first two poems, I asked students to figure out their emotions and mark symbols such as tone, pause and rising and falling tone in the poems. Then the students read aloud freely, and then listen to the recordings of two famous artists. And the students found out? How does the water from the Yellow River flow out of heaven? The last three words should be stressed, loud and imposing. After entering the ocean, the last three words must be effectively restrained, in order to express the momentum of the Yellow River rushing thousands of miles and rushing straight to the East China Sea.
Then, listen? Oh, let a man with spirit take risks where he wants to go, and never point his golden cup at the moon empty! ? There was an argument between the two sentences. Some people think that Jiao Huang's reading is exciting, which accords with Li Bai's heroic and positive personality, while others think that Pu Cunxin's reading is sad, which reflects Li Bai's true feelings of taking pleasure in suffering. I take this opportunity to guide students, whether they are sad or passionate, Li Bai's outlook on life is positive. We can't play it? Oh, let a spirited man take risks where he wants to go? Two sentences were mistaken for the decline of Li Bai. Since God has given talents, let them be used! , spin one thousand silver, all come back! ? What is revealed is Li Bai's declaration of life value. Encouraged by this, the students once again read aloud in unison, which was quite different from the previous ones, and even I was infected.
Next, explain? What are bells and drums, delicacies and treasures? I hope I never wake up, OK? Sometimes I ask students to read by themselves, but they can't read anything. I inspired the students with Li Bai's experience of going to Beijing twice and abandoning his son twice, and they finally tasted the anger contained in it. Many students read forcefully and played vividly, and achieved good results. Speaking of. Five flowers and horses, thousands of gold and autumn, Hull and you are worried about selling wine forever? At that time, the students couldn't read the taste of sadness, so I let them listen to the recordings of two famous artists. After comparison, the students found that Pu Cunxin read more melancholy and sad, while Jiao Huang read more firmly. I hardly need to ask questions, and everyone starts to think about why they should read like this. Why don't I let the students start with the whole poem and experience its troubles? The connotation of, why use? Forever? To describe. Students are holding their own words, and gradually find that Li Bai's eternal sorrow is incompetence, but this is not his personal sorrow, but the fate of most gifted scholars in feudal times. Coupled with the fact that life is short and fleeting, this kind of sorrow is even deeper. The students suddenly woke up and began to imitate Park Cunxi's reading aloud. Over and over again, they finally read out the depth and breadth of their worries.
At this point, the students can't wait to start reading the whole poem. Finally, I invited a classmate who was not good at reading before to read the whole poem. To my surprise, he actually finished reading the whole poem with a rich and almost perfect voice, with cadence and emotion. Shaking your head feels like Li Bai's near-re-embodiment. The eager expressions of the students excited me. I don't think I need to say more about this poem, because the students have deeply understood Li Bai's thoughts and feelings, and their imagination has gone beyond the classroom and returned to Angelababy Mountain Residence thousands of years ago.
Throughout the class, I didn't introduce Li Bai too much, and I didn't completely stay in the analysis of poetry. I started with reading aloud and ended with reading aloud. I used the methods of comparative reading, students' independent reading, students' imitation reading and the whole class reading to support the classroom, and the students' enthusiasm was unprecedented. I don't think this is my personal credit. It was the wonderful voice that ignited the students' passion. It is the beautiful rhythm of classical poetry that brings them into a real and emotional poetic situation.
From this, I realize that reading aloud can stimulate students' interest in classical poetry, strengthen students' understanding of poetry, and achieve the teaching effect of words but not words. Proper use of reading aloud can fully mobilize students' senses, so that students can gradually realize from multiple feelings and finally internalize them into a sense of language.
Of course, if I can encourage students to read individually while teaching reading skills, or give students some personalized reading demonstrations in class, so that students can better combine understanding and reading, then the teaching effect will definitely be better. I don't think this class has made enough efforts. In the future, I will continue to explore the teaching of reading aloud and find a good way for students to read their individuality and self.