The whole poem is as clear as words, but there are many hidden words in this poem. When Lu You died, what he was obsessed with was not the distribution of inheritance and the warning to his children, but the sadness of not seeing Kyushu. Since we know that "everything is empty after death", we still have to tell our son "tell us that family sacrifice does not forget to be an old man."
If the content is clear, you don't need to teach the background, you can know it through preview. So what is the core value of Chinese that this poem is worth teaching? Of course, there are content understanding, study guidance and emotional experience. But I think it is more important and meaningful to discover and ponder the image. To tell the truth, the image of this poem is not clear. What kind of "image" does the poet's "meaning" rest on? There is no tangible image in the poem, but the teachers who read it carefully will also find that "everything is empty after death", "Julian Waghann set the Central Plains Day in the north" and "family sacrifice is an honor and never forgets to tell", all of which are consistent with "sad but not seeing Kyushu".
In view of the image characteristics of this poem, teachers are no longer limited to the poem itself, but follow the "image" attached by all the same "meanings" of great poets in different periods. There are a lot of poems in Lu You's life, all of which express the same sadness as "seeing a son". According to the age node, the teacher carefully selected three sentences to show Lu You's poems. For example, the images in Tears of Adherents in Chen Hu's Eyes and Looking South at Julian Waghann for a Year are Tears of Adherents and Chen Hu, which weaves the sadness and expectation that the poet only wants to share with Kyushu. Another example is "I hate Li Sao's unfinished spirit." Like Qu Yuan, Li Sao in A Thousand Years' Tears Full of Benevolent People is faced with the regret that the mountains and rivers are broken and crumbling, but it is full of ambition and cannot be put into use. Another example is "Hu still exists, his temples are in autumn, and his tears are empty." Who would have expected that his heart was in Tianshan and he was in Cangzhou? " Among them, the images of "autumn on the temples" and "tears streaming down my face" still show a kind of sadness and despair of not seeing Kyushu. Therefore, in the teaching of Shizi, the teacher firmly grasps these images with the same essence and vertically superimposes them along the poet's life trajectory, giving students some inspiration in poetry creation: the poet's different poetic expressions can show such repeated images.
The difference between the poem "Showing Children" and Du Fu's "Imperial Army Recovering the Banks of the Yellow River" is that the image of "Showing Children" is single, so the author adopts the form of vertical superposition in teaching. The imperial army has many intentions to recapture the banks of the Yellow River, and the author makes a horizontal superposition. Whether vertically or horizontally superimposed, the two poems all express a unified theme, that is, loving the country and hoping that their country will be unified, stable, clear and peaceful.
This patriotic feeling embodied in the poet needs teachers with educational wisdom to edify students emotionally and ideologically in their own classrooms, so that students can be integrated into a spiritual force.