The two-way communication between emotion and knowledge is closely linked, so in the initial stage of poetry classroom teaching, teachers should strive to brew an emotion or emotion related to the teaching content. In the introduction of new courses, teachers can arouse students' emotional needs with vocal and emotional opening remarks and bring students into the specific situation of the text.
Some people say that tutorial class is the first bouquet of flowers given by teachers to students, and it is regarded as the "fixed tone" of teaching. There is even a saying that "a good beginning is half the battle". The introduction of "emotional entrance" can catch students at once, create a good classroom atmosphere and stimulate students' interest and desire. Especially for those poems with strong lyricism, teachers should create a situation consistent with the tone of the article, bring students into the corresponding situation of the teaching content with emotional heartfelt words, lay an emotional tone, let students quickly enter the role, and make students' emotions and works actively blend, resulting in a strong and profound emotional response.
When teaching Mr. Guo Moruo's Market in the Sky, the teacher made color slides in advance. Slide 1: The dark blue sky is dotted with twinkling stars, and the streets under the sky are brightly lit. The picture of "stars flashing, street lamps flashing" gives people a hazy feeling. At this time, students' interest is high, and compared with the picture, there is an immersive feeling, as if they had entered the "market in the sky" with Mr. Guo Moruo's reverie.
Ma Zhiyuan's Tianjingsha Qiu Si has only 28 words, which outlines a sad and gloomy picture and expresses the author's lonely and wandering feelings. Some teachers tick first when teaching.
Show a picture, on the picture: a winding path, on which an extremely thin old horse has his back to the reader, guarding his gown and hunched; The weak pull of ponytail; A stream on the roadside, with three sticks on both sides, made a small bridge; There are one or two thatched cottages on one side of the bridge; Dead vines are all over streams and trees. When the students heard this description, they immediately threw themselves into it.
In this specific situation created by the teacher, students will enter the emotional world of the article with the yearning for "beauty" and the aesthetic expectation of appreciating the beautiful scenery, thus stimulating strong emotions. This emotional buzz can be transformed into a "catalyst" for students' conscious aesthetic appreciation, which enables students to have new aesthetic pursuits, take the initiative to seek beauty and win, and collect jewelry, so as to go deep into the inner world constructed by the article and experience the aesthetic artistic conception created by the article.
Second, analyze the image and develop aesthetic association and imagination.
For those beautiful poems full of poetry, if students want to understand the beautiful artistic conception in the text and develop their aesthetic association and imagination, they should first be guided to analyze the images with artistic expression in the text and deeply understand the artistic beauty, philosophical beauty and emotional beauty contained in the deep meaning of the text. Words work with a word. In reading teaching,
Teachers can guide students to appreciate and ponder the wonderful images of some texts that entrust the author's feelings, and then boldly imagine them, so as to deeply understand the inner beauty of the works, and understand the meaning of life and aesthetic value contained in them through the feeling of the artistic conception of beauty and the understanding of the essence of beauty, so as to pluck the strings in students' hearts and cultivate their noble aesthetic taste.
Third, read aloud with music to enhance aesthetic taste.
"The essence of literature begins with feelings and ends with feelings. A writer expresses his feelings, and his purpose-whether consciously or unconsciously-is always reading.
Cause the same emotional effect in the mind. " Therefore, it is not enough to teach reading some classic poems only by analyzing the language. It is also necessary to guide reading, turn silent words into spoken language, vividly reproduce the author's thoughts and feelings, and make the article sound like his own mouth. Especially for those poems with strong lyricism, teachers can also use music as the background for reading aloud, guide students to read aloud with music, communicate music language with literary language, and fully mobilize students' hearing, vision and other organs, so that the artistic conception, feelings and significance described in the article can strike students' hearts and arouse students' aesthetic interest in happy learning.
In classroom teaching, the author has tried many times to teach poetry with music as the medium, and the effect is obvious. For example, Bai Juyi's Song of Eternal Sorrow, in order to let students deeply understand the harmony between environment and emotion, the unity of people and scenery.
Perfect state, I pre-edited several classical folk music (such as "Moonlit Night on the Spring River" and "Butterfly Lovers") as the trigger point for a poem. After summarizing the image characteristics of this poem, I played it with a tape recorder, asking students to listen attentively, grasp the emotional tone of the music melody, and choose a melody as the music to read aloud. Its purpose is to awaken students' positive and happy emotional experience through the appeal of music, stimulate students' interest in learning, and cultivate students' aesthetic imagination through psychological processing activities such as decomposition and synthesis of auditory expressions such as rhythm, melody and sound.
But this kind of aesthetic feeling and experience is a high-level aesthetic realm after all, and students may not all rise to this aesthetic level. Some students have this aesthetic experience, but it is also instantaneous. How to maintain and strengthen this aesthetic activity? Therefore, the next step of teaching begins with "reading beauty with joy and cultivating sentiment". Music reading is a Chinese practice that students are very interested in. At the same time, in order to give students a chance to give full play to their talents and mobilize students' hearing, vision, touch and other senses to participate in learning activities, I used the music "Moonlit Night on a Spring River".
As the background of text reading, students are required to take the initiative to recite with music, let them participate in the practical activities of feeling beauty, experiencing beauty and appreciating beauty, stimulate their aesthetic passion through the aesthetic feeling induced by aesthetic objects, and transform their spiritual world into a beautiful world with the power of artistic beauty, so as to express beauty, create beauty and improve their aesthetic ability, thus promoting the formation and development of aesthetic psychological structure.
Reading aloud is not only a traditional method of learning Chinese, but also an excellent means of aesthetic expression. Therefore, in the teaching process, teachers consciously guide and guide students to read aloud, which can enable students to master the ways and means of reading and appreciating lyric poems and cultivate students' ability to read poems in emotional places. At the same time, the combination of music and literary language also broadens students' aesthetic vision and enhances students' aesthetic sentiment.
Fourth, music edification, focusing on migration and cultivating aesthetic innovation ability.
As an art form, music has many similarities with poetry, especially its vast emotional space and imagination space, which provides a free world for people's aesthetic imagination. The melody and rhythm of music can touch the heartstrings of young students and trigger a strong aesthetic voice. Therefore, in the teaching process of poetry unit, teachers can seize this good opportunity to cultivate students' innovative ability according to their psychological characteristics of being very interested in music. Teachers can take some training courses in listening to music and writing imaginary compositions, and use the rich aesthetic factors contained in music to strengthen students' aesthetic experience and sense of beauty, so that art and literary language can be connected and aesthetic factors can shape students' perfect personality and highly developed personality.