Comparative Reading Teaching of Ancient Poetry in Junior Middle School 1 Ancient poetry is an important part of classical literature, and it is the embodiment of the profound accumulation of splendid culture in ancient China. Learning ancient poems is an important way for students to strengthen their literary and artistic accomplishment and improve their writing ability. How to guide students to learn? "Comparative reading method" refers to the use of appropriate and reasonable comparison in reading teaching to guide students to see through language phenomena and discover language laws. There are 60 ancient poems in junior middle school. These poems cover a wide range, involving a lot of historical knowledge and allusions, which should be understood in combination with the author's life and thoughts. Therefore, the application of comparative reading in the teaching of these poems can not only reduce the teaching time, but also improve the students' appreciation level.
1. Comparing the poems of the same author with the same style, such as studying Li Qingzhao's "Wulingchun" and "Drunken Flowers", not only expresses the author's infinite thoughts and grief for her late husband, but also reflects a sad and touching style; But the writing is slightly different: Wuling Spring focuses on expressing feelings by describing people's psychological activities, especially "I heard that Shuangxichun is not bad, and I plan to be a canoe, for fear that Shuangxichun can't carry much on her mind." Strange analogy and hypothetical situation write the poet's deep sadness, which is in sharp contrast with the beauty of spring. "Drunken Flowers" pays attention to lyricism through scenery writing. Words such as "misty clouds", "jade pillow gauze cabinet", "dark fragrance sleeves" and "curtain winding west wind" all set off the bleak atmosphere of autumn and shaped the heroine image of "soul can't get away" and "people are thinner than yellow flowers".
2. Compare different styles of poems by the same author, such as Hunting in Jiangchengzi Mizhou and Huanxisha by Su Shi. These two poems are different in style. "Jiang" is bold and unrestrained, and "Huan" is fresh and peaceful. The first part of "Jiang" narrates the hunting situation, and the second part expresses the lofty sentiments of serving the country and making contributions, especially the sentence "I can bow like a full moon, look northwest and shoot wolves", which is more unrestrained and free than Fan Zhongyan, who is also a bold poet. The first part of Huan describes the rural scenery, and the second part describes the search for tea. "Sasha Vujacic's clothes and towels-selling cucumbers-knocking at the door and asking the savage" all reveal his natural interest in life.
Another example is the poem "Spring Hope" by the poet Du Fu, which embodies the poet's gloomy and frustrated poetic style. The poet shed tears when he saw that "although the country was broken, the mountains and rivers lived forever, and the vegetation came back in spring", and he was frightened by the smell of birds. Another poem by the poet, "Two Banks of the Yellow River Regarded by the Imperial Army", is that the poet rejoices in pacifying the rebels, is crazy about regaining lost ground, and sings for returning to China together. Two poems, one full of sorrow and joy, one full of surprise and one ecstatic. The positive and negative contrast highlights the lofty humanistic feelings of the poet and the people of the motherland.
And the famous poetess Li Qingzhao. Before Du Nan, he lived a comfortable and stable life, and traveled in literature and art with her husband, Zhao Mingcheng, a textual research scholar of epigraphy. After the demise of the Northern Song Dynasty, Li Qingzhao went south in the first year of Jianyan (1 127), and his hometown Qingzhou fell into the hands of Jin people, and a large number of books and cultural relics hidden at home were burned. After the death of her husband Zhao Mingcheng for three years (1 129), Jin people invaded the south, and Li Qingzhao suffered from the ruin of her country and her family, and she drifted all her life. Therefore, her early ci mainly reflected the boudoir life, natural scenery and the lovesickness of leaving her husband. In his later poems, he mainly wrote about the pain of losing his husband, the sorrow of losing his country, and the melancholy homesickness when he was injured.
3. Compare the poems of different writers with the same theme, and read an ancient poem you are about to learn with other poems with similar themes and expressions to form a knowledge chunk. For example, learn from He's "Singing Willow": "Jasper is dressed as a tree, and thousands of strands of green silk tapestries hang down. I don't know who cut the thin leaves, and the spring breeze in February is like scissors. " At the same time, you can look at some other famous sentences about "chanting willow", for example, "Xiao Feng in Yang Liuan can linger on the moon" (Liu Yong's Yulinling), "I heard the willow in the flute, but I didn't see the spring scenery" (Li Bai's Xia Sai Qu), "Why should Qiangdi complain about willow? That's not enough" (Wang Zhihuan's Liangzhou Ci).
When teaching two ancient poems, Ode to Lime and Mo Mei, we can firmly grasp a very vivid word "Liu" in the two ancient poems, so that students can understand that these two words are used to express their ambitions: the poet in Ode to Lime is willing to be as fearless as lime, lead an honest and clean life, and dare to turn decay into magic, in order to leave innocence in the world forever. In Mo Mei, the poet expressed his yearning for the noble character of chastity and self-control by taking advantage of the characteristics of Mo Mei, which is not afraid of cold and fragrant. This kind of treatment can stimulate students' diversified thinking and publicize their individuality.
There are also some different works that describe the same thing, but with different verve. For example, "Spring Grass" describes: "The rain in Tianjie is crisp as crisp, but the color of the grass is close at a distance." There is a saying that "flowers are getting more attractive, but shallow grass has no horseshoe." There is also "the sky is grey, the wild is vast, the wind blows the grass and the cattle and sheep are low." These poems are all about grass, but the depth and modality of grass are different. By comparing these poems, students will get inspiration from their compositions. It turns out that the same thing can be written so vividly.
In the Farewell Poem, when bidding farewell to the governor-general who is about to take office in Shu, he wrote: "However, China has our friendship and Heaven is our neighbor. Why linger at the fork in the road, the child * * * is stained with towels. " It is a kind of juvenile parting. In Weicheng Qu, Wang Wei said: "There is no reason to go to the West for a glass of wine." This seemingly blurted toast is a kind of affectionate and considerate parting. Li Bai's magnificent and affectionate poem "Yellow Crane Tower Farewell to Meng Haoran on the way to Yangzhou": "An old friend said that the Yellow Crane Tower was in the west, and fireworks went down to Yangzhou in March. The solitary sail is far away, but the Yangtze River is flowing in the sky. " The last two sentences look like scenery, but there is a poetic detail in the scenery. Li Bai has been sending his friend to the boat. The boat has already left. He is still watching by the river until the sail shadow disappears at the end of the blue sky. At this time, he notices that a spring is flowing to the junction of water and sky in the distance. This farewell poem has its own special flavor and is a poetic parting.
4. Compare different writers' poems with the same epigraph name, such as Yan Shu's Swallow Comes, and Xin Qiji's "Broken Fighters Give Argument to Chen Tongfu". Yan Shu was in a period of prosperity and stability in the Northern Song Dynasty. She had no worries about food and clothing, and no internal and external troubles. Naturally, he described to the people living near the girl's house-"I suspect I had a good dream last night, but Yuan is mowing the grass today." Xin Qiji, on the other hand, faced the stormy war period in the Southern Song Dynasty, when treacherous court officials crowded out, the court was incompetent, and there were internal and external troubles. In the military camp combat life described, the pride of defending the country and the indignation of the ambition that is hard to pay coexist-"In addition to the things of the king, fame and fortune are achieved before and after death. Poor white hair! "
5. The image comparison image that often appears in ancient poems is the image of subjective feelings that appears in works. Images exist in the form of individuals in works, and the whole connected by multiple individuals is what we often call artistic conception. When reading, we should first grasp the image, taste the characteristics of the image and the feelings contained in the image, and then make an overall understanding and experience of the artistic conception. Like Sunset. In farewell poems, words such as "sunset", "sunset", "dusk snow" and "dusk bell" often appear to indicate dusk. It's not that poets like to say goodbye in the evening, but that the sadness of parting is in harmony with the sense of vastness in the twilight. Moreover, in the evening, the club will return to the forest with the birds, and the fish will sink to the bottom of the pool. For the wanderers who are far away from home, it will remind them of their separation. For example, in Ma Zhiyuan's "Tianjingsha Qiu Si", "When the sun sets, heartbroken people are at the end of the world". Another example is Wen's "Looking at Jiangnan", "Oblique light is full of water, heartbreaking." Cui Hao's "But I look home, the twilight is getting thicker, and the river waves are filled with sad mist." Until dusk, when the snow was overwhelming, our red flag was too cold to fly in the wind.
In short, in the teaching activities, the teaching of ancient poetry undoubtedly has its particularity. Wellek, an American comparative writer, thinks that "comparison is the method used by all criticism and science", and students can broaden their horizons in reading poems and understand the meaning of poems more deeply through "comparison". If junior high school students often use comparative method to read, it will help to mobilize the enthusiasm and initiative of reading, understand the content of reading materials more deeply and improve the reading effect.
The new curriculum standard of comparative reading teaching of ancient poetry in junior middle school clearly points out that reading teaching of classical poetry should consciously improve students' appreciation taste and aesthetic taste through accumulation, perception and application. This requires teachers to change teaching methods when teaching ancient poems, guide students to work hard on chewing, understanding, feeling and innovation, let students read independently, perceive the musical beauty of ancient poems as a whole, let them naturally step into the artistic conception of poems, and finally gain ideological enlightenment, thus accumulating the language of the motherland and improving aesthetic taste. So when I was teaching ancient poetry, I made a bold attempt from four aspects: reading aloud, understanding, reciting and extending.
First, read aloud.
First, let students read by themselves, from the title to the author, from the introduction at the beginning to the text, and then to the notes, so that students can read freely and perceive the text as a whole. Understand the author and the main idea of the text, and express your thoughts and feelings. Then, under the guidance of the teacher, study.
1. Correct pronunciation. This is the most basic requirement. If there are words you don't know, the students themselves or the group should consult the dictionary or dictionary to solve them.
2. The rhythm of reading poetry. It is required to read the whole poem at the language level and stop writing correctly. Especially in the teaching of ancient poetry, correct pause and rhythmic reading can make students quickly enter the role of appreciating ancient poetry and help them understand its meaning.
3. Reading tone and language potential. This is conducive to understanding the feelings and momentum of ancient poetry and showing the ups and downs of poetry.
Second, understanding
Reading more books is the basis of understanding, so as to gradually master the author's thoughts and feelings. In order to achieve this goal, I mainly use the following methods to guide students.
1. We often say that "writing is like a man", so understanding "man" can also understand his writing from the side. Understanding the rich emotions created by the author is an important part, which can make students have a preliminary perception of ancient poetry and the author and pave the way for understanding poetry. Understanding the author can be carried out from the following aspects. (1) Introduce the author's writing style. (2) Introduce the author's evaluation. (3) Introduce the author's creative background.
2. Understand the text. This is the most important part of learning ancient poetry. The teaching methods of this link are flexible and diverse. First, let the students read the text carefully according to their notes, mark the words, phrases and sentences they don't understand, and propose solutions in the group. If they can't solve it, bring it up in class and discuss it with teachers and students. Students' problems are analyzed and solved by other students first, and the teacher gives guidance. In this training session, students ask a wide range of questions to deepen their understanding of the text, and then the teacher designs questions for students to discuss and solve. The purpose is to guide students to grasp the key points, understand the author's thoughts and feelings, bring students into the artistic conception created by the author, and taste the beauty of ancient poetry. Create situations through various methods, enhance the intuition and visualization of teaching, create a vivid artistic atmosphere, stimulate students' interest in learning, arouse readers' images, resonate the feelings between readers and authors, and further understand the theme of the works.
Third, recite.
When the "chanting" has passed, the "chanting" will be solved. Teachers should strengthen the guidance of students' reading, grasp the beauty of music and artistic conception of poetry on the premise of truly respecting students' autonomous learning, let students study hard, and finally complete language accumulation and emotional edification. The ancient poems that are required to be recited must be recited, and they must be recited in class. Usually in the morning reading and evening reading classes, let the students practice reciting.
Fourth, extension.
Guide students to read materials related to the text, enrich the teaching content and expand the time and space of Chinese learning. Although the appreciation of ancient poetry and prose focuses on itself, it is not limited to an article. Comparing with others, we often get unexpected results: we can review the past and learn new things, broaden our reading horizons, contrast and deepen our understanding, which is of great benefit to improving students' poetry appreciation ability.
Of course, the teaching methods of ancient poetry and prose are flexible and diverse, but appreciating the beauty of music, artistic conception and language of ancient poetry and prose is always the goal of our ancient poetry and prose teaching, and reading should run through the teaching. Especially under the requirements of the new curriculum standards, we should give full play to students' initiative and creativity, cultivate students' ability and imagination to read ancient poems, deepen their understanding and sentiment, gain ideological enlightenment, and make students really enjoy aesthetic pleasure.