After reading Teacher Yu Yingchao’s lesson example - "Bai Xuege Sends Magistrate Wu Back to the Capital", I have a new perspective on explaining ancient poetry.
At first I thought ancient poetry was easy to teach, so I was confused as soon as I opened the exam paper and did the questions. Slowly formed a habit: introduce the author - introduce the background - read the poem accurately - understand the meaning of the poem - make comments on important words and sentences. Most of the time, the classroom atmosphere is dull. I ask and answer questions, which is what I say.
When Teacher Yu introduced the author, he divided it into multiple ppts, introduced the key points, and clearly stated the content that students needed to take notes. When I introduce the author, I usually present it to the students in a comprehensive manner, asking the students to write down the author's dynasty, honorary titles, and masterpieces.
Poetry is inseparable from reading aloud. Any famous poet will read aloud in ancient poetry class, and Teacher Yu is no exception. Teacher Yu’s guidance on reading training has a clear purpose and clear levels. Thinking back on when I was giving guidance on reading aloud, most of the time I was reading the pronunciation of the characters correctly, as well as the rhythm and stress. Sometimes there are also readings for the sake of the sound of reading in class. Exposed lack of professional guidance.
The appreciation of key words and phrases is the focus of a poem. When Teacher Yu guides students to appreciate, the method is in place and there are examples to demonstrate and lead. What I do most in appreciation is to let the students speak first, and then I present the content that requires everyone to take notes. The same thing is said, Teacher Yu gave method guidance before speaking. For example, the first level summarizes the content, the second level methods (multiple angles such as movement and stillness, rhetoric, pitch, etc. are given here), and the third level is the appreciation of words. Combined with the examples given, students immediately found the right direction. In class, I directly ask students to express their understanding without giving any perspective, method guidance or example guidance. Students themselves know very little, and if they are not given a range, they will have no way to answer. In the future, the focus will be on the guidance of methods.
Teacher Yu also explained after the students answered. But the explanation was interesting, and there was an exchange with the students in the middle to adjust the atmosphere. The new curriculum reform does not mean to completely abandon the explanation method. As long as it is used properly, it can achieve good results.