The Religion of the Yellow River Recovered by the Imperial Army, the first quick poem of the Tang Dynasty poet Du Fu, expresses the poet's incomparable joy in the reunification of the motherland after years of war and shows strong patriotic enthusiasm. This poem seems to be simple in content and rich in substance, which is difficult for students to understand deeply.
The teaching of this course mainly focuses on the methods that students are familiar with in learning ancient poems-understanding poets, interpreting poems, interpreting poems and interpreting poems.
In the part of knowing the poet, I first showed the portrait of Du Fu, and asked the students to introduce the relevant materials collected before class. Then I emphasize that Du Fu is known as "the sage of poetry" and his poems are called "the history of poetry", and then let the students recite the poems of Du Fu they have learned before to understand why his poems are called "the history of poetry". Then lead to the topic.
The link of poetry interpretation mainly emphasizes the ancient and modern differences between Henan and Hebei.
When I study poetry, I mainly use the form of group cooperation. I taught myself poetry first, then communicated with the group and made a report.
The final understanding of poetry is the focus of this lesson. There is a saying that "there is no love for no reason, and there is no hate for no reason." Of course, the "emotion" in ancient poetry is the same, and it always has its source. Why is Du Fu "ecstatic" has to mention "An Shi Rebellion". Before class, let the students collect information about the An Shi Rebellion, understand the social unrest and people's displacement caused by the war, and make the poet leave his hometown and suffer greatly. Next, I showed the excerpts of three poems written by the poet during the "An Shi Rebellion" period, and felt the hardships of the poet's escape from prosperity. Feel the poet's misery from "The Hut is Blown by Autumn Wind"-the misery of the house being blown by strong wind, the misery of the children bullying each other, and the misery of getting wet at night; Feel the poet's sadness from "Spring Hope"-for the fall of Beijing and the breaking of mountains and rivers, for the protracted war and the rare news in my hometown!
With the introduction of three poems, the disaster brought by "An Shi Rebellion" to family, society and country became concrete and tangible. Students' feelings and understanding of the author's life situation have also undergone qualitative changes. At this point, I can understand why the author cried with joy and was overjoyed. Look at the general performance of the poet, isn't it because of "forgetting me"?
Finally, I guide students to continue to explore whether the author's "happiness" is only for individuals. Students understand that the author is glad that the war has subsided and the motherland has been unified; I am glad that the people are no longer displaced and can finally live and work in peace and contentment. In this "ecstasy", it contains his deep patriotism. My classmates and I felt it and stood up to pay tribute to this great poet by reciting.
After the whole class, the teachers who commented on the class gave pertinent suggestions, which made me gain a lot, so I made a second preparation. I will do a good job in teaching in the future and grow up in constant reflection.
Reflections on the Teaching of Imperial Army Recovering the Banks of the Yellow River; The Imperial Army Recovering the Banks of the Yellow River, published by Soviet Education Publishing House in the fourth lesson "Two Ancient Poems", was called Du Fu's "the first quick poem in his life" by Pu Qilong, a Korean, which fully reflected the author's ecstasy and eagerness to return home after learning that he had recovered the lost thistle.
In teaching, I pay attention to guiding them to read correct pronunciations, such as "Jibei", "Li Ji", "Tihu" and "Juan". In particular, "cháng" of "clothes" and "Zi (zǐ)" of "wife" are different from the usual reading habits.
In the whole poem teaching, I grasp "ecstasy" and guide students to perceive and appreciate the content of the poem and the author's emotion as a whole. Which word in the whole poem best reflects the author's mood? Guide students to read by themselves and look for "ecstasy". Then why does the author "ecstasy"? What words can embody the author's "forgetting me"? What did the author think after "ecstasy"? What kind of artistic conception has it added? Students can gradually understand the main content of poetry and the feelings the author wants to express through self-reading, group communication and class report.
Finally, let the students play the role of Du Fu's family and grasp Du Fu's actions, such as "tears all over his clothes", "reading poetry books", "singing" and "drinking" to reflect the author's mood.