Knowledge and ability
1. Learn more about the author's life and the characteristics of his poetry creation.
2. To refer to the text notes, dredge the basic meaning.
3. Be able to grasp the artistic conception, emotion and expression of these two poems from a macro perspective.
4. It is best to read with your heart. When reading aloud, we should pay attention to the adjustment of emotions and read out the characteristics of Li Shangyin's poems, such as lofty artistic conception, gorgeous language and deep feelings.
(2) Process and method
1. Reading method: Pay attention to the reading skills and emotional tone of poetry, and pay attention to students' overall perception of the text.
2. Pay attention to students' own reading and understanding.
3. Revealing method: Give necessary hints to some key and difficult problems in the poem.
4. With the help of teaching materials and multimedia teaching equipment.
Emotional attitudes and values
1. Experience the author's emotion in Jinse.
2. The author's sigh of rise and fall in Ma Wei (part two).
Second, the difficulties in teaching
1. The poetic image of Jinse is hazy, the artistic conception is bleak, and there are differences in the understanding of poetry.
2. Understand the writing characteristics of Ma Wei (the second part), full of irony and meticulous brushwork.
Third, the class type.
Skimming class
Fourth, class hours
1 class hour.
Verb (abbreviation of verb) text overview
"Two Poems by Li Shangyin" is the sixth lesson in Unit 2, the third compulsory course of Chinese People's Education Edition in senior high school, and the second unit is the unit of Tang poetry. The sixth lesson consists of two poems by Li Shangyin, Jinse and Ma Wei (the second part). These two poems are skimmed texts. Therefore, as a skimming text, the teaching of this course should focus on students' own reading and perception, and the teacher only gives necessary hints to some key and difficult problems in the poems, so as to guide students to grasp the artistic conception, emotion and expression methods of these two poems from a macro perspective, and not to get entangled. When reading aloud, we should pay attention to the adjustment of emotions and read out the characteristics of Li Shangyin's poems, such as lofty artistic conception, gorgeous language and deep feelings. Although the natural rhythm of metrical poems is roughly the same, we should also read Xu Lai's fast and slow diseases.
Jinse's artistic achievements are superb and rich in interpretation; Ma Wei (Part II) is the representative work of Li Shangyin's poetry, which takes history as a mirror and expresses ups and downs.
Sixth, the teaching process.
Course introduction
1. Let the students recall which poems Li Shangyin studied.
2. Show Chang 'e and related precautions with PPT.
Talk to your classmates about your understanding of this poem and the author.
The design intention is that students learned Li Shangyin's poem Chang 'e in the second volume of the third grade. Poetry teaching in primary schools is different from that in senior high schools. When senior high school students face this poem again, they can have a rational cognition, get a preliminary understanding of the characteristics of Li Shangyin's poems, and make preparations for understanding the hazy feeling of Jinse and the rise and fall of Ma Su (part two).
(2) Introduction of the author
Li Shangyin (813-about 858), whose name is Yishan, was born in Yuxi and Fan Nansheng, and was a poet in the late Tang Dynasty. Originally from Huaizhou, Hanoi (now Qinyang, Henan), his ancestors moved to Xingyang (now Zhengzhou, Henan). His poems are of great literary value. Together with Du Mu, he was called "Little Du Li" and Wen was called "Wen Li". Their styles are similar to Duan Hewen of the same period, and both of them rank sixteenth in the family, so they are called "Thirty-six Style". Among the 300 Tang poems, Li Shangyin has 22 poems, ranking fourth in quantity.
The design intention here is only a brief introduction to the author, without mentioning the author's experience and the creative background of these two poems. The purpose is to make students understand that not all poems need the help of creative background, and the purity of poems can be restored. For example, the college entrance examination chooses writers unfamiliar to students, so the appreciation of poetry must be explored from the text itself. There are a lot of lyric poems in Li Shangyin's poetry creation, all of which have more connotations.
(C) the overall perception of the text
1. Listen to the audio reading. Girls read "Jinse" and boys read "Ma Wei (II)".
Reading is the basic ability of students, but there are many ways to read. There are many poems in Unit 2. In the teacher's teaching, there will be some suggestions on reading skills. After reading the audio aloud and under the guidance of the teacher, students should learn to read, think about problems and appreciate poetry in reading, which is not only a grasp of words and phrases, but also a grasp of the whole article, which is also the profound meaning of practice.
2. Cooperate to explore problems.
(1) Jinse is the most difficult of Li Shangyin's poems. There are always different opinions about its theme, such as mourning, love, self-harm and so on. This poem is obscure in content, melancholy in artistic conception and gorgeous in language, giving people rich imagination space. It can be said that each couplet represents a situation and a mood. Can you try to talk?
Reference: Zhang Zhongxing, a contemporary scholar, said in Poetry Reading and Writing: "It is better to seek answers than to emphasize artistic conception." He interpreted this poem as: the first couplet, which means "it's a long story after half a century"; The second pair of couplets means "I had a dream and hurt my lovesickness"; The third triple means "but my dreams and feelings are shattered, and all I get is tears and confusion"; The last couplet means "Looking back now, the old love is unforgettable, but everything seems to have happened in a previous life".
Poetic interpretation of design intention will broaden students' thinking. Faced with this problem, students can make sense in text analysis, but in order to avoid being far-fetched, teachers can also show their thinking and interact with students.
(2) What expressive techniques are mainly used in Jinse, and what is its function? For example.
Reference: Symbols are used to express emotions. Symbols are like rainbows in the sky. The objects associated with material representation are not so clear, mainly relying on hints, and there are many vacillating components. Like the poem "Jinse", whether it is a new "Jinse" or the main images such as "Butterfly", "Rhododendron", "Pearl" and "Jade", their mood can be guessed, but it is like falling into a fog to examine its specific reference. Proper use of allusions can increase the connotation of poetry, improve the taste of poetry, and cast the elegant and heavy rhyme of poetry; You can also use topics to create new classic meanings. As far as Jinse is concerned, how to convey the poet's confusion about "self" in seven words without attracting Zhuang Zhoumeng Die? If you don't attract the emperor to cry blood, how can you show that kind of emotion of life and death? It can be said that allusion is an expression that Li Shangyin deliberately pursues, and it is well tempered and integrated, so it does not show the mark of axe and chisel, which does not hinder the fluency and emotional smoothness of his poems.
As a skimming text, design intention is different from intensive reading text. The teaching of skimming the text requires paying attention to students' thinking and perception, paying attention to the integrity of the text, covering everything, but also focusing on it. Li Shangyin's artistic achievements in poetry are very high, and he has his own artistic characteristics of poetry. It is necessary for students to know and learn to analyze.
(3) Combined with Ma Wei's last couplet (the second part), what is the theme of this poem?
Reference: The last sentence of the poem points out the theme-how can a woman who has been the emperor for so many years but can't even protect herself not have the happiness of ordinary people? This rhetorical question, though subtle, is very powerful, inspiring the world to remember the historical tragedy of Tang Xuanzong's indulgence and neglect of state affairs, which led to the country's turmoil and the people's suffering from war.
The design intention "Ma Wei (II)" is an epic, which is both a political satire and contains the content of love. Although Tang and Yang Guifei have high status, their love should not be fundamentally different from that of ordinary people, so their love stories should not be interpreted as having a special political color, but should be equally respected, so there are also sympathy and pity for them by the author. In students' answers, teachers can give appropriate guidance, but they can't instill it.
(4) The poem "Ma Wei (Part II)" was commented by predecessors as "profound irony and exquisite pen". Can we talk about "using pen to essence" from the euphemistic aspect of narration and "satire to depth" from the comparative aspect?
Reference: Irony is meaningful and meticulous, which is the evaluation of this poem by Huang Kan, a close friend (see Li Yishan Poetry Review). It can be said that it accurately grasps the characteristics of this poem in narrative, conception and expression.
"Fine brushwork" can be understood from the following points: flashback method. Judging from the composition, flashback is used. First, I will talk about the absurdity of Xuanzong's Evocation, then trace back to the desolation after the change of Ma Su, and finally point out that the essence of the problem can be described as twists and turns and profound twists and turns between scales. In addition, these five or six sentences are also very "perverse"-"At that time, laughing at cattle on Qixi" was put behind before the incident; "Malaysia in the Sixth Army Today" happened later, but it was written first. This is what Li Shangyin learned from Du Fu. Although his poems are not as gloomy as Du Fu's, they are also quite frustrated ── for example, they are packed, suffocating, ready to go, ups and downs; Euphemism, such as "Kong Wen" and "How"; The moral of the thought, and finally point out the theme in the comparison.
"Deep satire" can be understood from the following aspects: denying the grotesque immortal theory and the theory of life cycle to express the statement; Comparing past lives of Xuanzong of Tang Dynasty, the implication is self-evident; Finally, deepen the topic by asking questions.
The design intention is to guide students to master the narrative characteristics and expression techniques of this poem by tasting the comments of predecessors.
The design idea of cooperative inquiry part can be set from two aspects: thought and art. Topic setting can develop students' personality and help students gain an understanding of poetry in group discussion. The teacher's role is to guide and inspire, give necessary hints and give the class to the students.