In the long river of ancient poems, many poems express the poet's inner thoughts and feelings in a simple and implicit style, or lament life, or miss hometown, or eulogize the great rivers and mountains ... Ancient poems with the same theme abound. In the arrangement of Chinese textbooks for primary schools, ancient poems with the same theme are also consciously taught in the same unit, so as to broaden students' cognitive perspective and play a role in drawing inferences from others.
Recently, the author tried to carry out the teaching of "structured theme" of ancient poetry, taking a bus as the theme, integrating a variety of similar reading resources in ancient and modern times, conducting more open Chinese learning, and guiding students to wander in poetry, swim outside poetry, think about the Millennium and travel in Wan Li. Through practice, it is found that the theme construction in the teaching of ancient poetry can make students better understand the poet's emotions, feel the artistic image of poetry, appreciate the beauty of poetry, and guide students into the wonderful artistic realm of poetry that can be understood but not expressed.
The following is a brief introduction to the teaching strategy of putting two ancient poems, "What I saw in a Night Book" and "Boating in Guazhou" in the same unit theme "Homesickness".
First, study the text and develop the bus theme.
Every ancient poem is a portrayal of the poet's mental journey, which is closely related to the poet's real life, and the theme it reflects often has a strong humanistic color.
Ye Shaoweng, the author of Night Book, lives in a foreign land, wandering around, flying among leaves, cold voice, rustling autumn wind, seeing the life scene of children playing tricks on crickets, and thinking of the warmth and beauty of home; Think about the voices and smiles of relatives and friends ... thus implicitly expressing a feeling of homesickness and homesickness; However, Wang Anshi's boating in Guazhou, with the help of the image of the bright moon in the sky, imagines a picture of "the bright moon shines on me" and has a strong desire to fly across the river and reunite with relatives. Although the two poets lived in different dynasties and had different life experiences, their yearning for their hometown was consistent with their attachment to their hometown. Only by chewing carefully can we deeply understand the poet's heart of returning home. Then, starting from the theme and extending the theme from top to bottom, a plump and three-dimensional minibus theme-"homesickness" is developed in line with the age characteristics of primary school students.
Second, reappear the artistic conception and strike a chord with emotion.
The space-time span of the content of ancient poetry is too large, and the students' experience background is too shallow, so it is difficult for them to have the same feelings and feelings as the poets. At this time, it is necessary to reproduce the artistic conception of the original poem truly and artistically according to the images provided in the ancient poetry.
In Ye Shaoweng's poem What I See in a Night Book, many artistic conceptions are presented to readers: autumn scenery on the lonely cold river, warm and amiable home and leisurely scenes ... Teachers need to transcend time and space, guide students through the scenes outlined by the author, and arouse the sensitive points of students' emotional heartstrings through the reproduction of artistic conception. In addition to introducing the background knowledge of Ye Shaoweng's leaving home, the teacher also put forward teaching requirements: approaching the poet, becoming his bosom friend, and understanding his inner thoughts by studying ancient poems.
Guide the students to read "Wu Ye sends a cold sound, the autumn wind moves on the river", and let the students try to feel what the riverside poets have heard from the poem. Coupled with the rustling of the leaves of the phoenix tree, under the sound effect, the students seem to feel the coolness of the river in the middle of the night and the loneliness of the poet. In addition to hearing the artistic conception of ancient poetry, let students further experience the pictures that ancient poetry shows us intuitively, and guide students to experience the scene seen by the author from "knowing children to promote weaving and a night light falling on the fence". Students concentrate on poetry, and warm images appear in front of them: sparse fences, low huts, dim lights, children carrying lanterns ... this is not just a combination of images. Students seem to hear crickets, children's laughter and children's bright smiles ... Plane poems become vivid pictures, touching melodies and three-dimensional scenes through students' imagination.
Third, interpret the inner world with the help of images.
The sentiment and implication behind the poem, under the call and guidance of "image", poured out thousands of miles and poured down. Grasp this intermediary tightly, let students devote themselves to it and feel what the poet feels and thinks. When the students entered the poetic realm with the image, the teacher said with a little nostalgia: Looking at this sparse fence, looking at the dim light, looking at two naughty children and listening to the children's laughter, this is a deep feeling of home. At this moment, if you are a poet who has left home and is alone, what kind of mood will you have? what do you think? Some students said: I really want to catch crickets; Some said: I really want to go back to my childhood; Some said: I want to go home ... a few unabridged words inadvertently understood the "moving feelings" in the poem, and with the help of the image call, led the students to feel the feelings, hearts and tastes behind the poem.
While the students were observing and empathizing with the homesickness of the poet in Night Book, the teacher showed Wang Anshi's poem "Boating in Guazhou" and briefly introduced the geographical locations of Guazhou, Jingkou and Zhongshan according to the teaching pictures. Then, with the help of annotations, let the students read the ancient poems and guess what the poet is thinking. Through reading aloud, let students feel the vitality of Jiangnan flowers, but also from "Jiang Nanan spring breeze is green, when will the bright moon shine on me?" I realized the poet's strong homesickness and deep helplessness.
Fourth, the integration of ancient and modern, building a three-dimensional classroom.
Different authors, different ages, different experiences, different environments, the same mood, the same feelings. At this time, two ancient poems with similar themes are organically integrated. In comparative reading, students are once again guided to accept spiritual baptism in the emotional field, so as to grasp the poet's inner emotional course. At this time, the same theme: homesickness. Have been closely built together.
Nostalgia is not only Wang Anshi's idea, but also Ye Shaoweng's inner need. Since ancient times, no matter the wanderer
Wherever you go, home is always a concern. Nostalgia is the same for both ancient people and modern people. After forming this emotional identity in students' minds, Wang Huimin's homesickness is presented through multimedia. The teacher read affectionately: the sky in a foreign land/I am a kite with a broken line/the water surface in a foreign land/I am a rootless duckweed/the night in a foreign land/the moon is too thin to hold/homesickness/people in a foreign land/home is a fire/a road in a foreign land/home is a lamp/the night in a foreign land/home is a dream/can't be round/homesickness/.
In the long music and teacher's recitation, the hearts of students, ancient poets and modern poets are ringing. Through theme construction, in the fusion of ancient and modern poems with the same theme, in the three-dimensional and multi-channel acceptance of students, and in the span beyond time and space, a gorgeous rainbow is set up between students and poets, thus building a three-dimensional classroom that is interrelated and mutually extended.
This theme-based teaching of ancient poems can guide students to study both inside and outside, give Chinese teaching a fresh soul, and make our Chinese classroom more free and heavy, less pale and floating.