Classical "poetry, lyrics, and music", as the most fragrant garden in ancient Chinese literature, has nourished countless scholars for a long time, edifying and sublimating their souls, emotions, personality, and The sound development of personality plays an irreplaceable role. These excellent cultural classics condense the essence of five thousand years of Chinese thought, and have infected and influenced generations of descendants of the dragon. They can be said to be a precious spiritual wealth. Use this precious spiritual wealth to let children read and recite scriptures. Cultivating virtues and learning how to be a good person through classics is the original intention of our classic reading activities. However, because there is a certain distance between the scenery, events and characters described in the ancient poems and the era in which the students lived, students cannot fully grasp its connotation. Faced with this difficulty, a group of teachers in our school who have a strong interest in teaching classical poetry established a seminar group on teaching classical reading. Everyone discussed and deliberated together, and gained some experience in teaching ancient poetry:
Regarding the teaching of ancient poetry, Ye Shengtao once said: "The teaching of poetry focuses on cultivating one's temperament and expanding one's ambitions; if you grasp the essence and give one or two sentences of guidance, it may be enough, but it is not necessarily necessary. A long and complicated speech." The teaching of ancient poetry must lead students into the artistic conception of the poem and experience the poet's emotions. Ancient poetry must be taught poetically and picturesquely, and the poetic and picturesque flavor of ancient poetry must be taught.
For example: When teaching the poem "Xugongdian, Suxin City", we guide students to fully understand the meaning of each poem, and at the same time turn the poem into a beautiful landscape painting, allowing them to draw it by themselves Producing a color painting allows them to experience the joy of creation and be influenced by beauty. After the students start drawing, the teacher then guides the students to act out the children in "Children rush to chase the yellow butterfly, fly into the cauliflower and find nowhere to find it", so that the picture becomes three-dimensional and alive in front of the students; students play the roles in the poem When reading, I fully mobilized my existing knowledge and life experience, imagined content that was not expressed in the poem, greatly enriched the picture, and experienced the artistic conception of the poem. After learning this ancient poem, the teacher also used the method of quoting poems from poems to ask students to learn some ancient poems describing spring scenery that they had never learned before, such as "Quatrains" and "Walking Alone by the River Looking for Flowers" outside class. By drawing a picture, students can once again experience the poetry and the poet's love for spring in the familiar poems, and at the same time increase the accumulation of poems.