From this point of view, the process of poetry teaching in Chinese classroom should be a pleasant process for teachers and students to interpret the text and produce their own unique and pleasant new experiences. However, for the study of poetry, students often have a fear or even disgust.
I have to admit that many times, students are not reading poetry, but doing an unfathomable "learning". When teaching poetry, teachers pay attention to the college entrance examination, carefully explain the works with the staff, and guide students to finally reach the established understanding of the works. In fact, students should be participants in teaching activities, not recipients of other people's conclusions. Reading literary works should be based on "the process of discovering and constructing the meaning of works". Teachers play the role of guides, so that students can "integrate, feel and appreciate" and have their own "understanding, expansion and discovery". Now, combined with my own teaching practice, I would like to talk about some superficial views.
First of all, chant flavor. In Chinese teaching, especially poetry teaching, reading is in the first place. Facing a new work, let students use their own thoughts, feelings and life experiences to construct a preliminary meaning. "The author thinks in the same way, and the reader is complacent with his own feelings", and it is forbidden to cut and divide the works with rigid frames.
When teaching "China, I lost my key", students are asked to read aloud in one class. Combining with the author's identity background, they are prompted to read aloud and set questions to read aloud. Finally, the students themselves have a comprehensive and accurate understanding of the work.
Second, multiple interpretations. There are some words in the Chinese curriculum standard of senior high school: "Reading appreciation of literary works is often more subjective and personal", "Pay attention to the overall perception and grasp of the image and emotion in the works, pay attention to the fuzziness and ambiguity of the connotation of the works" and "encourage students to actively and creatively construct the meaning of the text". In other words, the interpretation of the text is not fixed and single, allowing students to have their own views. What teachers should do is to help students raise their reading experience to the spiritual level, guide students to learn independently, and obtain truly valuable "personal knowledge".
Of course, some teachers may say that "students are allowed to have multiple interpretations". The college entrance examination revision and classics reading's answer are single. What should students do if their pluralistic thinking is wrong? At this point, my opinion is that the questions selected in the college entrance examination are representative and have a clear direction. After all, it is to examine a student's comprehensive Chinese literacy, rather than deliberately making things difficult for us students.
Finally, make bold innovations. There are many ways to learn poetry. For example, for the study of ancient poetry works, we can adopt thematic study, subject classification study, common image study, and even let students pay attention to the poet's choice of scenery colors described. When students explain Wang Wei's Autumn Night in the Deep Mountains, they feel that the autumn night in the deep mountains is really fresh and clean, and it has the flavor of "pastoral scenery". But how did the poet do it? I write down several main scenes in my poem, so that students can pay attention to their colors: empty mountain (green); Bright moon (silvery white); Pine (green); Clear spring (transparent); Bamboo (green); Lotus (white). The student immediately said, "Teacher, I know! The landscape color chosen by the poet is clean and elegant. So when you imagine the artistic conception according to these scenes, it is of course a fresh and clean feeling! " Speaking of this, the students are very excited and take the initiative to recall some poems they have learned, hoping to taste the joy of discovery again.
In my opinion, Chinese is a tool. As teachers, we should teach students how to use this tool instead of giving him the finished product made by the tool. In the process of poetry teaching, we don't want to memorize the pastoral "fresh and natural" and "crescent school" and pay attention to the meter or what a writer's representative works are ... We want students to refine their thoughts and feelings from literary works and sublimate their personal feelings.
Poetry teaching is not only a kind of knowledge education, but also an emotional education and aesthetic education. Poetry itself is a highly concentrated and concentrated emotion. It is very important to grasp the overall emotion of poetry, guide students into the artistic conception of poetry and understand the connotation of poetry. As Chinese teachers, we should guide students to think in various ways, truly understand poetry, discover beauty with their own eyes, and feel beauty with their own hearts, so that poetry teaching in Chinese classroom can become "affectionate" and "energetic" and make our students "affectionate", "love beauty" and "happy".
He Qian, a teacher, now lives in Wuhan, Hubei.