? The teaching of ancient poetry is a difficult point in Chinese teaching, but when you think about it, the teaching goal of ancient poetry is gradual from primary school to junior high school, which can be seen from the curriculum standards.
? The objectives and requirements of ancient poetry teaching are described in the curriculum standards:
? In the first period of primary school (1-2 grade), children's songs, nursery rhymes and simple ancient poems were read to expand imagination, gain initial emotional experience, feel the beauty of language and recite 50 excellent poems.
? In the second stage of primary school (grade 3-4), we should read excellent poems, pay attention to experiencing emotions, expand our imagination and understand the content in reading.
In the third period of primary school (grades 5-6), excellent poems were read aloud, and the content and emotion of the works were appreciated through the tone and rhythm of the poems, and 60 excellent poems were recited.
In the fourth period of junior high school (grade 7-9), I read ancient poems, and consciously improved my appreciation taste and aesthetic taste through accumulation, perception and application, and recited 80 excellent poems.
? The requirements for the evaluation of ancient poetry in primary schools are: evaluating students' reading of ancient poetry and simple classical Chinese, focusing on students' recitation and accumulation, and whether they can understand the main idea of poetry with the help of notes and reference books. Lexical and syntactic knowledge is not included in the examination.
? The requirements for the evaluation of ancient poetry and prose in junior high school are: evaluating students' reading of ancient poetry and plain classical Chinese, focusing on the process of students' memorization accumulation, and whether they can understand the general idea of poetry and prose with the help of notes and reference books, rather than the mastery of knowledge such as parts of speech and syntax.
? From the above comparison, we can see that there must be a closely related process in the teaching of ancient poetry in primary and secondary schools. From the initial emotional experience, feeling the beauty of language to being able to imagine and understand the content, this is a stage of foundation formation-"reading", and then through reading and reciting the tone and rhythm of poetry to appreciate the content and emotion of the work, it rises to "reading", and finally in the process of accumulation, perception and application. Below, take Lesson 4, Unit 1, Volume 1, Grade 7 as an example to discuss with you.
? The teacher's book said in the improvement of the literacy of this lesson: "In the junior middle school, the teaching task of ancient poetry should mobilize various teaching methods, guide students to read and recite works, understand the main idea of works, initially appreciate artistic techniques, stimulate their enthusiasm for ancient poetry, infiltrate into classical works, and be subtly affected."
1. Inherit and develop primary school teaching.
? Students have learned a lot of ancient poems in primary schools, and their learning methods are relatively simple, mainly reading and reciting. They have a preliminary understanding of the general idea of poems, but they lack understanding of the artistic characteristics of works. Now entering junior high school, we should strengthen reading and reciting on the basis of this learning method.
? On the other hand, the teaching of ancient poetry in this unit should be different from that in primary schools. We should not stop at reading aloud as the main means to let students perceive the main idea of poetry, but further let students know the situation, ideological and emotional content and artistic techniques of poetry.
Let's take the practice of "thinking and exploring" after class as an example to illustrate. Watching the sea: primary schools can achieve the second task: "imagine the poet climbing the mountain facing the sea and telling your feelings"; However, the first task "understanding the simple and vigorous face and sonorous tone of this four-character ancient poem" does not exist. It can be seen that primary school poetry reading focuses on feeling and experience, while junior high school poetry reading not only feels and experiences, but also understands and discriminates.
"I heard that Wang Changling moved from left to Longbiao Kiln": It is the only task of junior high school teaching to guide students to understand the profound meanings of Huayang and Devil.
A berth at the foot of Beibao Mountain: "While reading, imagine the scene shown by' until the bank at low tide widens and there is no wind to stir my lonely sail', and experience the subtlety of the duality of the upper and lower sentences." Primary school can complete the former task, and junior high school can complete the latter task.
Tian Jingsha Qiu Si: Primary school students can experience the basic atmosphere of poetry through the guidance of teachers, but mastering the artistic technique of "directly combining characteristic scenery" is the learning content of junior high school.
? That is to say, the teaching of ancient poetry in primary school is mainly to inspire thinking in images, while in junior high school it is to give consideration to thinking in images and abstract thinking (plus the cognition of the style of ancient poetry); In other words, junior high school teaching combines the tasks and objectives of primary school teaching, and at the same time, it is more extensive and in-depth. It is emphasized that on the one hand, the situation of ancient poetry should be introduced by reading aloud and reciting, so that students can fully feel, experience and explain in time; On the other hand, we should avoid too many and too detailed lectures, simple and rational understanding of works, and too in-depth analysis of artistic techniques. Some teaching tasks should be put off until later. "
? It can be seen that in order to teach ancient poetry well, as a front-line teacher, we must first study the curriculum standards and understand the teacher's books seriously. They not only point out the direction for our teaching, but also give guidance to the methods, so that teachers can never tire of teaching and students can learn easily.