"The Religion of the Two Sides of the Yellow River Recovered by the Imperial Army" 1 "The Two Sides of the Yellow River Recovered by the Imperial Army" is a "life-first poem" written by Du Fu, a poet in the Tang Dynasty, which expresses his incomparable joy and strong patriotic enthusiasm for the reunification of the motherland after years of war. When teaching this class, I try to make my class present a "Chinese flavor".
First, let the ancient poetry be immersed in the vast culture.
As a poet saint, Du Fu's influence in the literary world at that time can be seen, so the first thing I want to do is to let my children get close to poets. "How much do you know about Du Fu?" This problem guides students to learn Chinese with their own experience, reference books and cultural accumulation, which is what Chinese classes should do. So the students learned about his poems "each has his own merits", Li's romanticism and Du's realism; Know Du Fu's "depression and frustration"; Knowing the poet's wandering life situation, we can understand the history of that time by reading Du Fu's poems.
Ancient poetry is a wonderful work of China literature and art in the sea of Wang Yang. Let the study of poetry be immersed in the Wang Yang sea of literature, let students be edified and infected, and awaken the interest in learning other poems with the interest in learning one poem. This is our purpose of learning Chinese.
Second, let the understanding of ancient poetry sprout in the situation.
The students previewed the whole poem the day before and had a certain understanding of it. So grasping the ancient and modern meanings of "wife", "clothes" and "youth", I let the students speak. When the students understood word by word, it was almost in place, so I stopped nagging. But after class, I was reminded that I was wrong. Learning ancient poetry can't be satisfied with just understanding the meaning of the poem, let alone simply linking every word and sentence in the poem. For example, "At first, I couldn't stop the tears from flowing on my coat", the students said that they were very excited after listening to it, and their clothes were wet with tears. But just listening to this sentence is awkward. What makes the poet's mood so abnormal? It is ridiculous to get rid of Du Fu's "sad" feeling and the situation at that time. If students walk into the situation, they will not talk about words, but simply connect the meanings of individual words. Their minds will see: Du Fu was ecstatic when he heard the good news, so excited that he couldn't help but let his tears wet his clothes!
Learning ancient poetry, language and expression, as a teacher, I want to create situations for students, guide them to imagine the picture in their minds, walk into the picture in enough thinking space, and let students express the meaning of poetry by using their own cultural accumulation. Such a class is poetic and has a "Chinese flavor".
Reflections on the teaching of the imperial army recovering both sides of the Yellow River II. The two banks of the Yellow River were recaptured by the imperial army is the "first quick poem" written by Du Fu, a poet in the Tang Dynasty. It expresses the poet's incomparable happiness because of years of war and the reunification of the motherland, and shows strong patriotic enthusiasm.
In the first year of Guangde in Tang Daizong (763), the author lived in Zizhou and heard that Tang Jun put down the rebellion. This great news made me ecstatic, so I wrote this seven-rhythm poem, which has been passed down through the ages. The author is "happy" because the motherland is unified, which contains Du Fu's deep patriotic feelings. In order to let students know more deeply that Du Fu is a great poet who cares about the country and the people, the first part of the class allows students to introduce Du Fu or recite Du Fu's poems according to the collected materials, so as to have a preliminary understanding of Du Fu. When learning the second poem, "At first, I couldn't stop tears pouring down my coat", I asked the students what kind of tears the poet shed at this time, and the students expressed their happiness. More importantly, in order to understand the background of the times and the poet's deeper feelings, let students learn one of Du Fu's famous works, Spring Hope. The teacher added the writing background at that time: Du Fu was captured by the rebels, and Chang 'an was desolate everywhere. For this sad situation, the poet wept at the sight of flowers and was frightened at the sound of birds singing. Then let the students read poems freely and talk about their experiences. Q: What kind of tears did the poet shed for the flowers? Tears of sadness, pain, sadness and anger. Students will realize that the poet's tears are not only the separation and loneliness of his loved ones, but also the expression of patriotic feelings because of the destruction of his country and his family. In the poem "The two banks of the Yellow River were recaptured by the imperial army", "At first, I couldn't stop crying on my skirt". The poet also shed tears, but this time he shed tears of joy and excitement. It should be said that Du Fu was both sad and happy at this time. In both poems, the poet shed tears, one is sadness and the other is happiness, but both sadness and happiness are related to feelings-a deep patriotic feeling. Let students realize that Du Fu's greatness lies in his poetry creation, which always runs through the main line of worrying about the country and the people.
When I was teaching this poem, I also taught it in connection with the poem Xiuzi. The difference between the two poems is that one is "happiness" and the other is "sadness". In teaching, the two sides of the Yellow River recovered by the imperial army can revolve around the word "happiness". Why do poets like it? Let students look for the performance of the poet's "forgetting me", grasp the words "from", "straight down" and "to" and understand the poet's "anxious to return"; "Xiuer" can be taught around the word "sadness". Why is the poet sad? From which words do you feel the poet's sadness? There are many differences between the two poems, but the poet wants to express the same emotion, which is the extremely strong patriotism in his heart. On both sides of the Yellow River recovered by the imperial army, it is reflected in the poet's extreme joy and desire to return to his hometown after hearing the good news of recovering the lost land-showing his son's ecstatic appearance and expressing the poet's concern before his death-"But see Kyushu's sadness". One is happy and the other is sad, because they have strong patriotic feelings.
This class also has some shortcomings, which are embodied in:
1. Although the guidance of emotional reading is hierarchical, it is not well developed.
2. The opportunity to speak in class is not democratic enough, and many students with certain learning difficulties have no or few opportunities to speak.
3. Students' emotion of reciting ancient poems is not in place, so it is necessary to strengthen reading training in future teaching to improve students' Chinese literacy.
Reflections on the teaching of imperial army recovering both sides of the Yellow River III. The Imperial Army Recovered the Banks of the Yellow River is "the fastest poem in my life" by Du Fu, a poet in the Tang Dynasty. It expresses the poet's incomparable happiness because of the war years and the reunification of the motherland, and shows strong patriotic enthusiasm. The teaching focus of this poem should be to enter the artistic conception of the poem and experience the poet's ecstasy on the basis of students' understanding of the poem. In order to break through this key point, I made some tentative attempts in teaching:
First, preview before class and get to know the poet.
The differences between ancient and modern languages and living environments have brought some difficulties to students' understanding of ancient poetry, but the short 56 words in the poem contain extremely rich contents. If students can't understand the background of Du Fu's dynasty at that time, it is difficult to accurately understand the meaning of ancient poetry. So before class, I arranged for students to learn about Du Fu and the background of that era by collecting materials. This not only cultivates students' self-study ability, but also makes full preparations for understanding the content of ancient poetry. This is also confirmed in my classroom teaching. After the introduction of the new lesson, my question "How much do you know about Du Fu" has been answered by many students. Students all know that Du Fu was a great poet in Tang Dynasty, and he was called "Poet Saint". Knowing that Du Fu's achievements are as famous as Li Bai is called "Du Li". Knowing the poet's wandering life situation, we can understand the history of that time by reading Du Fu's poems, which are known as "the history of poetry".
Second, around the center, taste poetry
The whole poem is written because of "happiness" and contains the poet's strong patriotic feelings. To make students understand this point, it is the key to grasp the central word. Which word in the poem directly points out the poet's mood? The students replied in unison, "I am ecstatic." I designed two questions around "forgetting me": 1, what does Du Fu like? 2. What are the specific manifestations of the poet's ecstasy? Solve these two problems, and enter the poet's inner world. In order to help students better understand poetry, in this teaching session, I purposefully let students learn two other poems of Du Fu-Autumn Wind Breaking the Cottage and Spring Hope, so that students can understand the misery of Du Fu's family living abroad. With this contrast, students can understand Du Fu's "ecstasy" more thoroughly. Students can also realize that the poet is not only happy because he can end his wandering life and return to his hometown through the poet's specific performances such as "tears on his skirt", "rolling poetry books", "singing songs" and "drinking". More wars have subsided, and the motherland has returned to reunification, rejoicing; I am glad that the people are no longer displaced and can finally live and work in peace and contentment. This "ecstasy" contains the poet's deep patriotism.
Generally speaking, this class is quite successful, but some teaching links in the class are still not satisfactory. For example, the grasp of time in the whole class is not ideal, resulting in students not having enough time to practice emotional reading, and the form of reading is relatively simple. These problems need to be improved in future teaching.
Reflections on the teaching of imperial army recovering both sides of the Yellow River 4. The curriculum standard puts forward such a goal for poetry teaching: "reading poetry, grasping poetry as a whole, imagining the situation described by poetry and understanding the poet's feelings." In the cooperation and exchange activities of small languages in three provinces and six cities in East China, I listened to Professor Shao's "Qingpingle Village Residence" in Danyang City, Zhenjiang City, Jiangsu Province. Although there are some defects in the class, in general, this class should be a guide to poetry teaching: how to teach poetry. Combined with the fourth lesson "Two Ancient Poems" in the first volume of the sixth grade of Jiangsu Education Publishing House, I will talk about my superficial understanding.
The new curriculum advocates the concept of lifelong learning. If students don't master the learning methods, they will inevitably take some detours in their future work and life. Poetry, as the essence of China culture, contains rich connotations, which can't be explained clearly in one or two sentences. In that case, why don't we let students "imagine" and "experience" according to the requirements of the curriculum standard? Some time ago, I just participated in the "Chinese cooperation and exchange activities for primary schools in three provinces and six cities in East China" when I read "Two Ancient Poems", which was not completed in time. Later, I arranged for students to complete the preview task according to the guide sheet. In class today, I first led the students to read the part of "enjoying resources * * *" and guided them to talk about their feelings. The students expressed their sympathy for the people from Du Fu's profound knowledge, political aspirations and poems. Lu You is the poet with the most existing poems. The Anshi Rebellion brought profound disasters to the people, which made students have a preliminary understanding of the poet's poetry creation background. Then, it is to check the students' reading of poetry. At this time, a student in the class read aloud out of my expectation. In the poem "The Imperial Army Recovers the Banks of the Yellow River", he failed to correctly pronounce "tears", "desire", "why" and "vertical". What should I do? I stopped. If you can't pass this pass, how can you teach in the future, even if it is only an individual phenomenon? I have been doing model essay reading, let students follow, practice reading by themselves, and then let students show it in class. It is easy to grasp the general meaning of poetry without reading obstacles in words.
In the process of "I have doubts about learning expensive", a classmate mentioned such a question: "Why do poets write about Ba Xia, Martial Arts, Xiangyang and Luoyang?" So I seized this question to make students think: the poet left his hometown in the war, and now he can finally return home. Then we can go from "come back from this mountain, pass another mountain, come up from the south, and then go north-to my own town!" " What kind of mood do you see in the movie? After discussion, the students agreed that this was a homecoming route designed by the poet, and this route has always been in the poet's mind. Now that the rebellion has been put down, a "dress" and a "direction" are enough to show the poet's homesickness for many years. This homesickness stems from the poet's joy and excitement about the country's recovery of lost land.
Finally, around the word "Xi", students can further understand the poet's patriotic enthusiasm from the words "rolling", "singing" and "drinking". In addition, in the writing practice, I asked students to imagine and write the performance of the poet's good news that the government troops recovered Henan and Hebei, such as how the poet did and said it, and how the poet's family did and said it, thus internalizing their own understanding of the artistic conception of the poem.
Reflections on the teaching of imperial army recovering both sides of the Yellow River 5. The Imperial Army Recovered the Banks of the Yellow River is an ancient poem in Lesson 15, Volume 12, Primary School Chinese by People's Education Press, with four sentences and eight lines. It mainly expresses the poet's "ecstasy" and patriotic feelings after hearing that the government forces recovered Henan and Hebei. After more than five years of Chinese study, children have rich experience in learning ancient poems. To get an ancient poem, we can start from the following aspects: knowing the poet and solving problems; Grasp words and understand poetry; Think about artistic conception and experience poetry; Can read aloud and recite. In the past, when I taught two ancient poems, I always put them together, so that students can compare and learn through their existing learning methods, and the effect is very ideal. When students enter the sixth grade, are they still the same? Looking back on the teaching process, I feel a lot of teaching emotions, which are summarized as follows:
1, "reading" runs through the whole text.
Chinese teaching emphasizes reading-oriented, experiencing in reading and feeling in reading. In this class, some students begin to read and learn new words; Reread ancient poems and understand them; After reading three ancient poems, I realized how the author expressed his feelings, thoughts and feelings. Read ancient poems and practice reciting them. Every reading has new goals and higher requirements.
2. Implement the change of teachers' roles and create a relaxed and harmonious learning atmosphere.
Teachers are students' study partners. I always have an equal dialogue and cordial conversation with students, creating a relaxed and harmonious learning atmosphere, so that students are willing to speak, want to speak and fully speak.
3. Return time to students and promote students' subjective participation.
Learning is a student's own business. Returning the study time to the students, teachers should not do everything instead. In teaching, I always give students enough time to study since the enlightenment by themselves and promote students' subjective participation. Students' enthusiasm for learning is high, and they are scrambling to speak enthusiastically, which reflects the autonomy of learning.
4. Respect the students' experience and pay attention to individual understanding.
Respecting students' experience and paying attention to personalized understanding are embodied in understanding the meaning of ancient poetry and grasping the key words to understand the thoughts and feelings expressed in ancient poetry, rather than taking the teacher's standard answers as the authority.
5. Pay attention to cultivating students' perception ability.
Students can fully understand the author's "ecstasy" mood and patriotic thoughts and feelings by reading Since Enlightenment.
6. The contrast and connection between old and new knowledge make students feel that the same thoughts and feelings can be expressed in different ways.
The two banks of the Yellow River recovered by the imperial army set off the poet's patriotic feelings with joy, and Spring Watch set off the poet's patriotic feelings with sadness. It is precisely because of the expansion of Du Fu's realistic works that students can see the miserable and painful social reality of the era when Du Fu lived. Therefore, when he became "the news of this distant western station!" The north has been taken back! " Du Fu's emotions welled up and he was in a state of "forgetting me". Only by entering the poet's heart can we truly understand poetry.
7. Courseware is rich in content and played in time, which plays an auxiliary role in classroom teaching.
I think this course has many successes, but there are also some imperfections that need to be improved and improved.
1, courseware should be made better, and courseware should not be allowed to control the teaching process. For example, the map appearance of "Basha, Wuxia, Xiangyang and Luoyang" should be flexible.
2. Chinese teaching should focus on the training of listening, speaking, reading and writing. In this class, if students can imitate the ancient poems they have learned and write four sentences, it would be good to express their feelings.
Nowadays, students receive a wide range of information, and the obsolescence and lack of knowledge can no longer meet the needs of the times. In order to give students a bowl of water, it is not enough for a teacher to have only one bucket of water. There must be a pool of water and a steady stream of living water to meet the needs of students. Therefore, we must strengthen self-cultivation, deepen literary knowledge, improve Chinese connotation, strengthen theoretical study, guide teaching practice, and strive to improve teaching quality.
I think, in the future teaching, we can develop something for students around the theme of the original text, which will not only expand students' reading, but also deeply understand the connotation of the article. At the same time, we should also pay attention to the development in the classroom to be "excellent", not wordy and presumptuous. After arousing students' interest in reading, we can put "expansion" after class, so that students' expansion learning can be truly thematic and selective.
Reflections on the teaching of the imperial army recovering both sides of the Yellow River 6. The content described in this ancient poem is far from students' life and has a long history. How to let students enter the poet's emotional world and experience and learn the patriotic feelings revealed in the poem is the key and difficult point to be solved in this lesson.
In teaching, I try to guide students to talk to poets. Before class, students are required to collect and sort out a lot of materials, especially Du Fu's experience during the An Shi Rebellion, to understand the poet's life background. We should also pay attention to the differences between ancient and modern languages, the emotional distance between poets and students formed by the changes in living environment, and the abstract, refined and implicit characteristics of ancient poetry. So, I asked my classmates to inquire about the writing background information at that time. This kind of pre-class preparation not only lays the foundation for the next study of ancient poetry, but also cultivates the quality of students' active learning and the ability to collect and process information.
My greatest feeling in teaching this poem is to guide students to taste around a center. People call Du Fu's poems "the history of poetry" and praise Du Fu as a "master of poetic theory". Many of Du Fu's poems are worth savoring from many angles and levels. So I thought of Du Fu's great emotional driving force when he wrote this poem-worrying about the country and the people. So on the basis of summarizing the students' speeches, I designed this question: the whole poem is written for "happiness" and contains the poet's strong patriotic feelings. What words do you see from it? Pave the way for the problem, guide students to build bridges, and naturally let students understand the following points well:
1. Write poems with your own "listening", "watching" and "thinking", which is also emphasized in our usual compositions.
2. The contrast between "worry" and "happiness". The former "troubles" are gone, but now "happiness" is overreaching. It is patriotism of "worrying about the world first, and enjoying the world later".
3. The clever use of six places, the urgent news spread quickly, although I am still outside, but my heart has returned to my hometown!
To learn poetry, in addition to accumulating original sentences, we also need to learn how to express them in analysis. Chinese is a combination of humanity and tools, so we must make our ancient poetry teaching full of Chinese flavor.
Reflections on the Imperial Army's Regaining the Religion on Both Sides of the Yellow River 7 Du Fu was a famous poet in the Tang Dynasty, who was called "the sage of poetry" by the world, and his poems were called "the history of poetry". Students are no strangers to Du Fu and have collected a lot of information about Du Fu. On the basis of students' reports and exchanges, I add that Du Fu has always been worried about the country and the people, and his life can be compared with the word "bitterness". Most of his poems are accompanied by clouds, such as the famous "Three Officials" and "Three Farewells", which are very difficult to read, which of course has a lot to do with his life background. It is self-evident that the "An Shi Rebellion" brought changes to the Tang Dynasty. The two banks of the Yellow River recaptured by the imperial army means that the author can feel the joy of the poet's mood when he returns to his hometown after wandering in a foreign land for eight years, so that students can easily grasp the "eyes" of the whole poem and experience the author's "rare happiness in life".
After the students read through the poem and realized that there was joy everywhere in it, I encouraged them to question the key word "ecstasy" in the poem. Why was Du Fu ecstatic? Where did you see that he was ecstatic? These two questions are dominant, which points out the direction for the study of this lesson. Students study and think with questions, and the learning efficiency will be higher. In addition, this poem is actually not difficult, so this class focuses on students' autonomous learning, and of course the teacher's guidance is also essential. Because students are bound to hit a wall in autonomous learning, teachers are at key points, and students may suddenly be enlightened. For example, the words "youth", "wife" and "daytime" in poetry have different meanings in ancient and modern times, which makes it difficult for students to understand and needs the guidance of teachers. Students learn independently, and teachers guide them in time. I believe this learning and teaching method is conducive to the improvement of students' learning ability.
Reflections on the teaching of imperial troops recovering both sides of the Yellow River. The Imperial Army Recovered the Banks of the Yellow River is the first quick poem in Du Fu's life, full of joy. In teaching, I found that the poetry of this poem is not particularly difficult to understand. However, it is far from enough for the teaching of ancient poetry to stay in literal understanding. The key point must be to understand the author's feelings. The creation of every poem is inseparable from the poet's life experience. Only by understanding the creative background of ancient poems can we really enter the poet's heart and produce a * * * sound with him. To this end, when I was studying the first poem, the author Du Fu first introduced learning.
Du Fu is from Henan, which is still very close to Jincheng, Shanxi. Therefore, when I mentioned Du Fu's hometown, many children laughed, because there were many students from Henan in the class. This aroused children's interest in learning. Then, I told the children about the "An Shi Rebellion" and Du Fu's experience in this period, and the students initially mastered the poetic eyes: "Xi". Finding poetic eyes, students will naturally look for and taste the word "happiness" on the basis of understanding poetry. The first pair of couplets not only explains the reasons for happiness, but also shows the true feelings of hearing good news at first. Full of clothes let us see Du Fu's true feelings, which is the expression of tears of joy. From the beginning, we can gain insight into Du Fu's long-standing mood and his desire for recovery. Imagine just hearing the news of recovery and crying with joy without verifying the truth. This is Du Fu's true reaction of suppressing his heart. Poetry not only pays attention to its own reflection, but also pays attention to "where does the wife worry?" It is also a "rambling poetry book", singing loudly and drinking. This abnormal performance is the best portrayal of "ecstasy". Then, in a beautiful spring, it will go home soon! Tail joint, even the envisaged route has been arranged. But it is a dream for him to want to go home. He has been waiting for a long time. Apart from the eagerness of the team, the joy of these two sentences is self-evident, just like Li Bai's "canoe has crossed Chung Shan Man".
When students know the story behind this poem, they unconsciously walk into the poet's heart, get the poet's true feelings and learn with great taste.
Reflections on the teaching of imperial troops recovering both sides of the Yellow River. The banks of the Yellow River recovered by the imperial army are called Du Fu's "fastest poems in his life". In the first month of the first year of Guangde in Tang Daizong (763), Shi Chaoyi committed suicide after defeat, and Tanabe and Li Huaixian surrendered one after another. Henan and Hebei were successively recovered by government troops, which completely quelled the "Anshi rebellion" that lasted for more than seven years. At that time, the poet Du Fu was living with his wife in Zizhou, Sichuan. When he heard the good news of this victory, he couldn't help being ecstatic. In extreme excitement, I changed the gloomy and implicit poetic style in the past and wrote this famous seven-melody work in light and lively language.
For the teaching of ancient poetry, understanding poetry is the key, and feeling poetry is the difficulty.
In order to let students know more deeply that Du Fu is a great poet who cares about the country and the people, the first part of the class allows students to introduce Du Fu or recite Du Fu's poems according to the collected materials, so as to have a preliminary understanding of Du Fu. When learning the second poem, "At first I couldn't stop the tears pouring down my coat", I guided the students to contact the place where the petals flow like tears in Hope for Spring, and compared the differences between these two kinds of "tears", so that we could know that this is a kind of tears of joy, a tear of sadness and joy, and a tear of joy. Where are my wife and son? The sadness on their faces. " I still guide students to make a comparative understanding with the words "Where the petals once shed tears, where the lonely birds once sang their grief" and "After three months of war, a letter from home is worth a ton of gold" in Spring Hope: from now on, there is no need to be separated from each other, and there is no need to run around, and the family will be reunited and enjoy peace. When reading "Come back from this mountain, pass another mountain, then go down to Xiangyang and Luoyang", let students know the distance from Jianwai to Luoyang through multimedia courseware and imagine the poet's thoughts. Then use Li Bai's poem "The apes on both sides of the strait can't stop crying, and the canoe has passed Chung Shan Man" to understand the poet anxious to return-hometown is in front of us, beautiful scenery is in front of us, and Luoyang is in front of us.
Looking back on the teaching of the whole class, the students learned about Du Fu's life and patriotic poems by consulting his materials. Through reading since the Enlightenment, I have seen the mixed feelings of sadness and joy, Du Fu, ecstatic Du Fu, Du Fu who indulged in drinking and drinking, and Du Fu in anxious to return. The good news of recovering lost land swept away the poet's years of depression and came out, writing his first quick poem. From this, the students realized Du Fu's strong patriotic feelings of worrying about the country and the people.
Reflections on the teaching of the imperial army recovering the banks of the Yellow River 10 The teacher tried to make some bold attempts in poetry teaching, carefully designed students' learning activities and paid more attention to students' experience.
Before class, the teacher asked the students to write a short article describing the situation when they heard the good news. At the beginning of the class, the teacher asked the students to exchange the fragments written to promote reading, which laid an emotional foundation for reading this poem by Du Fu. Students write and experience by themselves, thus reaching emotional connection with Du Fu and producing emotional songs. This is not a master's heart, but later the teacher asked the students to write this passage according to the model given by the teacher. When the news came, I couldn't help it? How many do you think? How many do you think? ..... to express my full happiness) is not suitable to rewrite it into a small poem. The teacher's mode fetters students' thinking, giving them less space to create freely, and the effect is not good. Reading Du Fu's poems is also difficult to play an auxiliary role, wasting valuable classroom time. After the students read Du Fu's poems, the teacher asked the students to compare and analyze their own poems with Du Fu's, and what are the similarities and differences. This is not appropriate either. There is no comparison between what students wrote and what Du Fu wrote. Du Fu wrote this "first poem of life" with great excitement when he heard the good news of victory that Henan and Hebei were recovered by exiled government troops. Students do the work of teachers for the needs of teaching, lacking true feelings. And the basic requirements of poetry can't be met. How can it be compared? Moreover, the psychological state of students in comparison is of course that they feel inferior to Du Fu, and putting themselves in the perspective of being corrected and criticized is not conducive to students' real reading and understanding of this poem. Finally, the teacher asked the students to change Du Fu's poems into vernacular poems, because the teacher also gave an example (? When the news came, I couldn't help it? How many do you think? Think more, my dear wanderer, your students' rewriting is not satisfactory, straightforward and simple, and they have no own experience.
From the above description, teachers spend a lot of time on these inappropriate poems, while students really have little time to talk to the text. The link of dredging words and phrases is gone, and the chanting of entering the country is also less. It is neglected to understand the connotation of poetry by combining Du Fu's life and background. Without these, how can students feel the poet's broad feelings, the poet's patriotic feelings and the rich connotation of poetry?