Zhidaihai
Pushkin
Teaching purpose:
1. Learn how to use scenery to express feelings, melt feelings into the scenery, and write this poem.
2. Appreciate the poet's passion for freedom and enterprising spirit.
Teaching emphases and difficulties:
1, correctly understand the symbolic meaning of the sea and try to figure out the artistic conception of the poem.
2. Understand the complex mood of the lyric hero in combination with the background of the times.
3. Grasp the emotional clues of this poem and clarify the structural level.
4. Taste vivid language.
Teaching methods:
1, reading method. Guide students to read repeatedly and understand the poet's thoughts and feelings.
2. Problem research method. Organize students to discuss and study difficult poems.
3. Read and comment. Comment on wonderful words and guide students to appreciate them.
Teaching steps:
First, guide the design.
Our country is a country of poetry. When we are wandering in the beautiful poetic realm of Tang poetry and Song poetry, we might as well turn the artistic canoe around, hold our heads high and sail to the palace of foreign poetry, where you can enjoy the beautiful scenery of another art. Today we appreciate a famous political lyric poem by Pushkin, a great Russian poet.
Second, solve the problem.
1. Author:
Pushkin (1799? -1837),1the great Russian poet of the 9th century. In Russian literature, he is the pioneer of positive romanticism and the founder of critical realism literature. Pushkin stood firmly on The Decemberists's side, opposed autocratic serfdom, and loved and pursued freedom, so he was persecuted by the czar government. Pushkin has created many works with various forms and a wide range of subjects. Onegin is his masterpiece. Pushkin had a great influence on the development of Russian literature and was praised by Gorky as "the father of Russian literature".
2. Background introduction
To the Sea was written in 1824. 1820. Pushkin was frightened by the czar because he wrote many political poems. He was exiled to the South Caucasus by the czar government. Because he loves freedom, he doesn't want to flatter Governor Odessa. 1824 was dismissed and repatriated to his hometown (the second exile).
Third, study the text.
1, overall grasp, clear thinking.
Because of the leap of poetry, it is difficult for students to grasp the structural thinking of this poem when they first read it. Teachers can design the following two questions, so that students can understand and think in repeated reading, so as to grasp the train of thought of the poem.
Question 1:
How does the poet feel when facing the surging sea? Draw relevant poems.
Students read aloud and think in circles. On this basis, organize students to discuss clearly: the love of the sea and the sadness and pain they feel because of their freedom (1-7); Remember the hero Napoleon and the great poet Byron (section 8- 13); Always miss the sea (section 14- 15).
Question 2:
What clues run through the above contents?
Clarity: The poet organizes these materials with the clue of emotional communication with the sea.
2. Specific research
Question 1:
Why do poets love the sea so much? Is the sea symbolic?
Clear: Because the sea has a broad mind, amazing power and magnificent scenery, such as the poem "Rolling blue waves,/and shining beautiful light", "fishermen's docile sails,/relying on your willful protection", "But when you are out of control,/a large group of ships will be destroyed." More importantly, the sea is a symbol of free spirit.
Question 2:
What does the author's praise of the sea reflect?
Clear: It reflects the poet's love and pursuit of freedom.
Question 3:
Why do poets feel sad and painful when facing the sea?
Qing: the freedom of the sea evokes the poet's "distress and heartache" of losing his freedom, such as a poem: "I am also distressed and heartbroken because of that secret desire!" The "hidden wish" here is written by the poet in verse 6: "I want to leave forever ... but I can't get it!" The poet was saddened by his failure to escape from imprisonment.
Question 4:
The poet thought of Napoleon, a hero related to the sea, and Byron, a great poet. What kind of thoughts and feelings does this reflect?
Clear: The poet strongly praised the hero Napoleon and the great poet Byron. On the one hand, it shows the poet's unremitting pursuit of the spirit of freedom, such as the poem: "Just like you, he is majestic, profound and gloomy./Like you, nothing can make him submit." On the other hand, it also reflects the poet's sadness about his ending, such as the poem "the world is empty ... the ocean, you are now."
Students may have different views on the above study, but as long as it is reasonable, don't deny it easily. In addition, students are required to express their views through specific poems to avoid overhead analysis.
Step 3 appreciate taste
Aesthetics is a higher-level teaching activity based on understanding the whole poem. On the basis of students' repeated reading, students are required to choose 1-2 places that they think are the most wonderful to taste, and organize students to discuss and judge.
Example of taste appreciation 1:
Like a friend's melancholy complaint,/like his parting call,/I'm listening for the last time/your sad voice, your calling voice.
The image of the sea permeates the poet's strong subjective feelings. Because the poet will be exiled to another place, the sea seems to be issuing a "melancholy accusation" for the poet, and the sea is a symbol of the spirit of freedom. On this parting occasion, she issued a "call" to the poet, which is the call of the spirit of freedom. Therefore, the poet can't help but express his heart in the third quarter: "You are the desire in my heart!" It fully shows the poet's yearning for freedom and firm pursuit.
Case 2 of taste appreciation:
I want to leave/your lonely and still coast forever,/congratulate you with a carnival mood,/let my poems run along your waves,/but I can't!
The "lonely coast" here refers to the exile in the South Caucasus where the poet is about to leave. "I want to leave forever" means that the poet wants to secretly flee overseas to seek a free life. Then the poet imagined the "carnival feeling" when he was released from prison, suggesting that he could write freely where he wanted to go without worrying about being imprisoned, but the poet was beautiful.
Case 3 of taste appreciation:
The singer who cried for the God of Freedom is gone. /He left his laurel in the world. /Let's have a stir in the chaotic weather:/Oh, the sea, it's him who once lived in song for you.
The "singer" here means that Byron is not only a great poet, but also a revolutionary fighting for freedom. Therefore, the poet respects him very much and thinks that although he passed away, his "laurel" works and spirit will remain in people's hearts forever. The poet passionately calls on the sea to "let's fly and stir up" and sing for the great poet! Here, the poet remembers Byron and praises Byron, which is the lofty spirit of dedication to freedom.
Appreciate taste four:
My heart is full of you,/I want to take your cliff, your bay,/your flash, your shadow and the whispering waves,/to the forest and the silent desert.
The poet gained spiritual strength from Napoleon and Byron, and when he finally bid farewell to the sea, he had eliminated the original "confusion" and "distress". At this time, "my whole heart is full of you", and "you" here is the lofty ideal of fighting for freedom, and brought this ideal to the place where the "desert land" jujube was exiled for the second time.
The main task of a teacher is to guide and inspire students to appreciate their own tastes and judgments. Because students usually have little contact with foreign poems and don't know much about the author's life, they may have difficulty in appreciating the taste. Teachers can give appropriate instructions, but they can never do everything instead. Students' taste in appreciation should be affirmed as long as it does not violate the theme of poetry and makes sense. )
4. Classroom training (reading training)
Through students' emotional reading, we can further appreciate the poet's thoughts and feelings. We can ask students to draw pauses and stresses when reading poems.
Example: (1-4 pauses and stress in recitation)
Goodbye,/Free and unrestrained/Sea!
This is you/the last time/before my eyes,
Scroll/blue/wave,
Shiny/beautiful/radiant.
It seems to be/friends/melancholy/complaining,
Seems to be/his parting/calling,
I was/was listening for the last time.
You/sad/loud, you/scream/loud.
You/are the desire/place in my heart!
I often walk along your coast,
Alone/quietly/blankly/wandering
Also because of/secret desire/and upset!
I/How much I love/Your reply,
Love you/gloomy voice,/your abyss/voice,
And that/dusk/silence,
And that/capriciousness/passion
(The above training teachers should give guidance in reading. In addition to grammatical pauses, there are logical pauses in each sentence to emphasize something and highlight a certain meaning or feeling. For example, "You/are my desire/place!" Pause at "you" and emphasize "sea". Stress in reading is also to emphasize a certain meaning or highlight a certain feeling, such as "Goodbye, Free and unrestrained sea" and "Free and unrestrained", emphasizing the symbolic meaning of "sea".
5. Class summary
To appreciate poetry, we must first grasp the image of poetry. Image is the object of melting the poet's thoughts and feelings, and it often has certain symbolic significance. The "sea" in this poem is not only a symbol of the spirit of freedom, but also the object of the poet's lyric by borrowing scenery, so the "sea" is saturated with the poet's subjective feelings. Grasping this point, we have mastered the key to understanding this poem. In addition, we must read it again and again to appreciate the profound connotation and aesthetic feeling of poetry.
6. Task:
Read it to the sea repeatedly, and you can read it off the script.
Read Pushkin's To Cha Adayev and experience the poet's thoughts and feelings.
Beyond the fence
Dickinson
Self-reading requirements
1. Understand the specific contents of "strawberry" and "God" in this poem and the profound implication contained in the poem.
2. Extended reading: Appreciate Munk's poem Sunflower in the Sun and understand the profound meaning contained in the poem.
comment
This is a philosophical poem with profound implications. Understanding the meaning of this poem is the key and difficult point in learning this poem. ..
Self-reading step
1, overall grasp, clear thinking.
Discussion: On what level does this poem expound philosophy?
Clear: two. One is that children want to pick strawberries but have scruples. The other is that if God were a child, he would climb over the fence to pick strawberries.
2. Read the poem and discuss the following questions:
What does the strawberry in the poem mean?
Clear: Strawberry refers to the beautiful things in the world. Thinking about this problem should start with the characteristics of strawberries. Strawberries are bright, round and lovely, giving people a sense of beauty. It tastes sweet and sour and is a kind of fruit that people like.
Do you want to climb over the fence? Why?
Clear: Yes. Because there is a strawberry tree and "strawberry, how sweet!" "
(3) Can I crawl? Why?
Clear: Yes, because "I can climb if I want".
Then, would I like to climb? Why?
Qing: No. Because "dirty apron/God must scold me!" "
⑤ Discussion: What does God mean?
Clarity: God commands everything and has supreme power. He is the representative of authority, the embodiment of orthodox thought, and all kinds of rules and regulations. Thinking about this problem should start with the special identity of God.
How to understand "I want to climb" and "I can climb" but I don't want to climb because I am afraid that my apron will be scolded by God? Contact the reality of life and talk about your feelings.
Obviously, "I want to climb" and "I can climb" mean that I have the desire and ability to pursue good things, while the fear of being scolded for dirty apron means that I have various concerns and fear of being accused in the process of pursuing good things. In the final analysis, all this is caused by God's behavioral constraints and ideological imprisonment.
Combined with examples:
The child is innocent. They are lively and active, and have a strong curiosity about all beautiful things, which contain many seeds of creation. However, our existing education system does not allow children to have any unconventional behavior, which binds children's thoughts with many rules and regulations, suppresses children's personality and stifles their innovative ability.
⑦ Why did the poet say "God" would "crawl over" if he were a child?
Clear: children are innocent, and children have an instinctive yearning and pursuit for beautiful things. If "God" abandons the supreme power, all rules and regulations and restores his innocent nature, he will certainly climb over and pursue the beautiful things in the world.
What is the author's profound implication for the arrangement of the image of "God"?
Clear: From the above analysis, we can see that "God" is the representative of authority, the embodiment of orthodox thought, and the imprisonment of others' thoughts; In fact, isn't "God" a prisoner? As long as he is willing and determined to put aside all constraints and pick up innocence again, he will act independently according to his own nature and pursue the beautiful things in his mind.
3. Summary:
Philosophy and literature are integrated, and reason and emotion are integrated, which is the remarkable feature of philosophical poetry. The real value of philosophical poetry lies in enlightening understanding, not preaching. When learning, we should start with the superficial image of the poem, expand the association, deepen it step by step, and finally reach the main idea, so as to understand the profound meaning of tolerance in the poem. In addition, philosophical poetry always leaves readers room to think and some uncertainty, and students should be encouraged to think positively in teaching.
I hope this means turbulence.
Pedofi
Self-reading requirements
1. Feel the groups of image group in the poem, grasp their respective characteristics and their relationship, understand the poet's sincere and selfless dedication to love, and feel the beautiful feelings in the poem.
2. Appreciate the artistic beauty of poetry with neat structure and repeated singing.
comment
This poem by petofi, written in the period when the poet was in love with Julia maesa, is a poem expressing his love for himself. It is different from Shakespeare's Admiration and Yearning and Shu Ting's Fly with Me, but a selfless dedication to love and a lofty spiritual edification for middle school students. Therefore, discussing the theme and artistic beauty of this poem is the focus of this lesson.
Self-reading step
1, read aloud with emotion
2. Students study the whole poem, think and discuss:
(1) What images are chosen in the poem?
Qing: Twelve images are selected in the poem: rapids, rivers, small fish, birds, ruins, ivy, thatched houses, flames, clouds, broken flags and sunset.
② These images can be classified into several groups and categories.
Clarity: The poem consists of five paragraphs, each of which consists of a set of images.
These images can be divided into two categories: one is rapids, rivers, barren forests, ruins, huts, clouds and broken flags, all of which are poets' self-metaphors; The other is small fish, birds, ivy, flames and sunset, all of which are the manifestations of the image of "lover"
③ What are the characteristics of these images?
Clarity: the image belonging to the poet's self-metaphor is relatively broad and rough, full of masculinity, giving people a sense of grandeur; The image of a lover, relatively speaking, is petite, feminine and aesthetic.
3. Students study the whole poem deeply, think and discuss:
(1) What words does the poet use to connect these two images?
Clear: "I do" and "as long as".
(2) What kind of love view does this writing show the poet?
Clear: It shows the poet's persistence in love.
Discussion: Contrast is used in many places in this poem. Please analyze the deep meaning and function revealed by each contrast.
Clarity: the first comparison between "rough" and "happy" in the first paragraph. Small fish swimming around in the water are carefree and cheerful, while rapids and rivers trudging on rugged paths are hard and painful. But as long as the lover is "happy", the poet is willing to face the rugged and bear the pain;
In the second paragraph, there is a second contrast between "brave fighting" and "nesting" and "singing". The life of birds "nesting" and "singing" is happy and comfortable, while the battle with strong winds in the wild forest is full of danger. But as long as the lover lives happily, the poet is willing to take risks and challenge the wind.
In the third paragraph, there is a third contrast between "destruction", "desolation" and "climbing and rising" Ivy is full of vitality, and the ruins depend on its growth, but the ruins themselves are going to decline step by step. But the poet is willing to be "barren" or even "destroyed" as long as the vines of his lover's life are evergreen.
In the fourth paragraph, the words "through thick and thin" and "happy" constitute the fourth contrast. The flame in the stove in the hut avoided the danger of outdoor wind and rain and "flashed slowly and happily". This comfort and satisfaction comes from the shelter of the hut itself. However, as long as the lover is safe and happy, the poet is willing to bear the blow;
In the fifth paragraph, "floating around" and "brilliant" form the fifth contrast. Sunset on Coral shows "brilliant brilliance", which is the brilliance of life, while the floating clouds in the vast sky break the flag, which is a kind of drift and desolation. But as long as "it can set off the brilliance of the sunset", the poet is willing to go with the flow.
The five contrasts make the poet's sincere and selfless dedication to love vividly and profoundly reflected, which has strong touching power.
④ A group of images can express the poet's attitude towards love. Why do poets choose so many images?
Clarity: the natural phenomena in the poem as metaphors are all-encompassing, rich and colorful, from the vast sky to rivers and canyons; From the cliff ruins to a bird and a fish, the artistic conception is open and the picture is stretched, which not only shows the poet's free, cheerful and unrestrained mind, but also pushes his love confession to a higher level.
⑤ What are the characteristics of these images in sequence? What effect does it have on the expression of the main idea?
Clarity: from a happy little fish to a brilliant brilliance, it is a life course for lovers to mature. In the process of growing up, lovers need protection, and poets stand up and fight against the wind and rain, and never regret even if they are destroyed. When the lover's life enters a glorious stage, the poet flinches and is willing to serve as a foil. This sequence arrangement sets off the poet's noble sentiment step by step, which is touching.
4. Oral expression training: choose a paragraph that you feel most and rewrite it into prose. (omitted)
5. Discuss and analyze the artistic features of this poem.
Clear: The whole poem has five sections. As far as the theme of expressing love is concerned, the agreement is repeated, and the borrowed scenery is endless and changeable. The structure of each section is also unified. The first half of the stanza is the poet's self metaphor, and the second half is the lover's metaphor. This cycle of the same theme and the same form of expression has the characteristics of singing folk songs repeatedly, which not only makes the poet's emotional expression smooth, but also has a musical sense of melody.
Step 6 expand reading
This paper compares Shakespeare's My Lover's Eyes are Never Like the Sun (see appendix), Shu Ting's To the Oak (abbreviated) and petofi's "I would like to be a torrent" to understand the different views on love expressed in the three poems.
Qing: My lover's eyes are never like the sun is Shakespeare's first130th sonnet, which shows the poet's admiration for his lover. Shu Ting's To the Oak depicts the image of standing side by side with her lover, expressing another reason of love: independence, equality and faithfulness. I would like to be a torrent, which was written during the passionate love between the poet and Julia maesa, and is a poem expressing my love for him. The poet revealed his sincere and warm heart and expressed his selfless dedication, no matter what the price and sacrifice it required.
[Appendix]
My lover's eyes are never like the sun.
Shakespeare [England]
My lover's eyes are never like the sun;
Red coral is far better than the red of her lips;
If the hair is silk, silk is born on her head;
If the snow is white, her breasts will be dark brown.
I have seen roses like satin, red, black and white.
But her cheeks are not as good as this rose;
Sometimes, my lover breathes,
Not as intoxicating as several kinds of incense.
I like listening to her, but I know
The concert played a more pleasing harmony;
I watched my lover step on the ground, jujube
At the same time, I admit I didn't see the goddess parade;
But, as God is my witness, I think my lover is better than those.
Being blind is more noble than being a beautiful woman.
(translated by Tu An)