When teaching poetry, I will always grasp the competitive characteristics of primary school students and mobilize their enthusiasm for reciting poetry in the form of competitions. Before I ask students to recite a poem, I always say to them, "Who can recite this poem within the time specified by the teacher?" Most of the ancient poems in primary school Chinese textbooks are short and pithy. If students can concentrate on reciting, they can recite it in two or three minutes. Therefore, most of the time I set is two to five minutes. After I said this, the students concentrated on practicing reciting. Because students are highly focused when practicing reciting, they can recite it in a short time. Most students can recite it in two minutes.
On the basis of students reading poems, I asked them to talk about their own understanding of poems. Generally speaking, I will not use my own analytical understanding to replace students' understanding, but only correct the grammatical mistakes in students' expression. When I understand poetry, I always focus on the students' language. For example, when teaching the poem "Send Yuan to Xi on the Twenty Shores", when understanding the poem "Advise the monarch to drink more, there is no reason to go to Yangguan in the west", some students understood it like this: "Friend, please drink this cup of wine quickly. When you leave here for Yangguan, you will never drink with my old friends again." Some students also understand it this way: Come, old friend, let's finish this glass of wine. When you step out of the sunshine, you may never see my old friend again. "Some students understand it this way:" Friend, let's finish this glass of wine at last. When you get to the distant sunshine, it's hard to see my old friend again. "Although these three students express themselves in different ways, their understanding is in line with the meaning of the poem. This reflects the students' personalized reading and understanding. In view of Professor Jesuli Chen's advocacy of "paying attention to students' independent reading and ignoring teachers' analysis and understanding".
After students understand poetry, I further guide them to imagine the artistic conception of poetry description. When guiding students to imagine the artistic conception of the poem "Send Yuan to Xi on the Twenty Shores", I said to my classmates, "Now, let's close our eyes and meditate while imagining the artistic conception described in the poem." After the students recited the poem, I asked, "What kind of scene did you see when you recited the poem?" A classmate said, "I saw two people drinking in the inn." They held glasses and toasted each other. " Another classmate said, "I saw the willow trees look greener in the drizzle." Behind the willow tree is an inn. Upstairs in the inn, Wang Wei and Yuaner are eating wine. " Although the scenes described by the two students are slightly different, from their narratives, we can see that they have fully understood the poem, and the artistic conception they imagined is exactly the same as the content of the poem.
In short, poetry teaching should take reading as the main line, and help students understand poetry, imagine the artistic conception of poetry description and appreciate the feelings expressed by poets through reading.