Fortress, as an ancient poem, expresses the poet's hope that the court will appoint a brave warrior to guard the border in order to eliminate the mood of border troubles. The general feeling of Mr. Zhai's class is that it has achieved the expected teaching objectives and received good teaching results.
Frontier fortress is a masterpiece of ten poems and a wonderful flower in frontier fortress poems in Tang Dynasty. Therefore, when Mr. Zhai was teaching this poem, he put it into the frontier poems to experience it. The breakthrough of teaching is to choose the word "fortress", which not only reviews this disyllabic word, but also opens the door to the frontier fortress, and intuitively perceives the harsh environment, hard life, frequent wars and tragic life and death of the frontier fortress.
In order to learn poetry, cultivate a deep and dignified tone. On this basis, let the students read the poem well, and then read it aloud. A preliminary understanding of the theme of poetry leads to the "Long March" from guarding the border, and then when we understand the Long March, we feel the hardships, bitterness and miserable life of the recruiter for a long time. When we delve into the root causes of the recruiter's "not returning", we understand the fact that the recruiter can't return and sympathize with the recruiter's life.
Finally, it comes from "But make Longcheng fly, don't teach Huma to cross the Yinshan Mountain". In his poems, I realized the heroic spirit of recruiting people to participate in the war at different levels; The poet's yearning for peace and helplessness to the inaction of the court. At the same time, it permeates the intertextuality writing technique.