Firstly, it introduces the writing background of ancient poetry.
For example, when studying Lu You's patriotic masterpiece Xiuzi in the Southern Song Dynasty, we should introduce the background of the poem in time: most of the rivers and mountains of the motherland fell into the hands of foreign invaders, and the people in the Central Plains suffered greatly, and the author also actively participated in the battle against the enemy. Realizing national reunification is my lifelong wish. But at the end of his life, his good wishes failed to come true. At this time, the poet is not sad for his own death, but infinitely sad for the broken and divided situation of the motherland. In this way, through the introduction of the background of the times, his patriotic feelings of not seeing Kyushu jumped to the page. It is natural for students to understand the patriotic thoughts and feelings expressed by the author.
Secondly, it is based on imagining the artistic conception of poetry.
Artistic conception is the core of poetry. When teaching ancient poetry, we should take various forms, such as using vivid language, and strive to reproduce the artistic conception depicted in poetry realistically. If students only grasp the main content described in ancient poetry, they can only grasp some superficial things at most, and they can't really understand poetry, let alone understand it. Therefore, in teaching, students must master the content of poetry and imagine the artistic conception of poetry. For example, when teaching a note left for an absent poem, after guiding the students to understand the content of the poem, the teacher asked: What feelings do you think the author expressed? After allowing students to express their opinions, the teacher led the hermit to be so hidden, why did the poet insist on looking for it? After this doubt, the students gave reasonable explanations from different angles. Some people think it's worship, some people think it's talk, and some people think it's an opportunity to relax and worry. The students' views fully tap the rich and colorful emotional world in the author's mind. If the teacher does not guide the students to grasp the content of the previous poem, the emotional experience of the latter poem may not be completed.
Third, use passion to promote students' emotional transfer.
For example, teaching the great poet Wang Wei's "I miss my Shandong brothers on vacation in the mountains" can inspire students to contact their relatives. Let those students who have been away from their parents and relatives and spent major festivals alone talk about their true feelings at that time. Then inspire other students to imagine how they would miss their loved ones if they were separated from their loved ones in different places and had no friends and were particularly eager to see them. It is very pleasant to see other people's relatives and friends reunited during the Chinese New Year holiday, but what kind of taste will it be when you are alone? It is not difficult to understand the poet Wang Wei's feeling of missing his relatives every festive season.
Fourth, read and taste poetry repeatedly.
In the teaching of ancient poetry, it is a valuable experience to analyze less, read more and even familiarize yourself with it. Read a poem a hundred times, its meaning is self-evident, and its feelings are self-evident. You can also express your feelings and feelings through reading. Instruct students to pay attention to the rhythm, rhythm and proper tone of poetry when reading, and properly express their thoughts and feelings in poetry. Students should be taught to read aloud while thinking about the content of poems, draw pictures in their minds, recite and appreciate them repeatedly, and then understand the thoughts and feelings of ancient poems. When teaching the Tang Dynasty poet Liu Yuxi's "Looking at the Dongting", let the students read it repeatedly against the illustrations in the textbook. The process of reading is actually a process of perceiving the content of poetry. In repeated reading, a beautiful picture of a moonlit bridal chamber can be presented in students' minds. Faced with such beautiful scenery, anyone, like a poet, can't help but express his love and praise for the beautiful scenery of Dongting autumn night. Another example is the poem "Looking at Lushan Waterfall", which should be read in a passionate tone to show the poet's surging passion for the great rivers and mountains of the motherland.
The taste of language is read, and so is the feeling of emotion. Special emphasis should be placed on the teaching of ancient poetry: reading with emotion, reading with emotion. Teachers guide students to repeatedly taste the language by relying on the text, and take reading as the basic learning method, so that students can carry out positive thinking and emotional activities in reading, which not only deepens their understanding and perception of the language, but also is inspired by thoughts and emotions. Therefore, when we study ancient poetry, we don't want to know how to recite, sing, string and dance, but we have to work hard on reciting, reciting, chanting and singing, so that we can force the spirit to express the beauty of the rhythm of poetry. It is not difficult to find that students love ancient poetry, but if the study of ancient poetry is reduced to simple recitation, then students will gradually lose their original enthusiasm for learning.
Fifth, be good at guiding students to question.
Of course, the teaching of ancient poetry should guide students to grasp the content, understand the artistic conception, and also understand the sentiment of poetry. That is, the * * * sound that produces emotion with the author. However, how to guide students to understand the thoughts and feelings expressed in ancient poems? I think teachers can guide students to ask more why. In the teaching of Li Sao Notes, students can ask related questions from topic to content, and then combine related words or feelings, or infer: Who is a hermit? Where can you tell it's a hermit? Why become a hermit? Why does the author live in seclusion? How did you find it? Why not meet? What is the mood of a hermit who has never met before? What is the reason? Some of these questions can be answered directly from poems, some must be understood in connection with related sentences, some must be understood in connection with life experiences, and some must be inferred according to key words. For example, why do poets live in seclusion and meet each other? There are many answers, maybe the hermit is too deep, maybe the poet is too obsessed with the scenery in the mountains, maybe the hermit is intoxicated in a foggy place, or just takes medicine and forgets to go home. In this way, the poet's admiration for the freedom of hermits and his yearning for pure happiness in the mountains can be easily realized.
Sixth, perform and draw a picture.
Students are required to be familiar with the contents of ancient poems, understand their feelings, draw pictures for them, draw pictures in their minds on paper, and express their understanding and feelings about ancient poems with extremely concise words. Or according to the role in the poem, let the feelings of students and poets sublimate together.