"The Book of Songs" is the beginning of ancient Chinese poetry. It is the earliest collection of poems. It was originally called "Shi" or "Three Hundred Poems". It collected poems from the early Western Zhou Dynasty to the middle of the Spring and Autumn Period (from the 11th century BC to the 11th century BC). 6th century), there are a total of 311 poems, 6 of which are Sheng poems, that is, they only have titles and no content, which are called the six Sheng poems (Nanmei, Baihua, Huashui, Youkang, Chongwu, Youyi ), reflecting the social outlook of about five hundred years from the beginning of the Zhou Dynasty to the late Zhou Dynasty. The following is the lesson plan design of "Three Poems from the Book of Songs" for high school students published by the People's Education Press. You are welcome to read it.
First lesson
Teaching focus: Understand the literary common sense about "The Book of Songs" and clear the text with the annotations under the text.
Teaching Difficulties: Understanding and mastering classical Chinese words in poems.
Teaching process
Introduction
Our Chinese nation has a long history and splendid culture, especially in the long history of ancient literature, our ancestors are the descendants. He left behind a huge wealth of poetry. The names of great poets such as Qu Yuan, Li Bai, Du Fu, Bai Juyi, Lu You, Li Qingzhao, etc. are almost household names, and many of their excellent poems are popular today. When we drink water and think about its source, when we go up the river to pursue its source, we will see the dazzling starting point. This starting point is the "Book of Songs", the first collection of poems in our country. Today, let us explore the infinite mysteries in this source together!
2. Understand the literary common sense about "The Book of Songs"
(1) Tips before guiding students to read the text Short essays and notes ① can be used to design questions to help students master key knowledge as quickly as possible:
1. Which historical period of life in our country does "The Book of Songs" reflect?
2. Since it is a poem, Why was it later renamed "The Book of Songs"?
3. In what style was the "Book of Songs" edited?
The teacher made it clear:
1. (omitted)
2. This is mainly because scholars in the Han Dynasty believe that the Book of Songs was edited by Confucius, the founder of Confucianism, so it is regarded as a Confucian classic, so it is called the Book of Songs.
3. (omitted)
(2) Teacher’s supplementary introduction:
The artistic techniques of fu, comparison, and xing are commonly used in the Book of Songs (Textbook No. This is explained in the exercise on page 30). The following focuses on explaining "bi" and "xing". The old high school textbook once selected a poem "Shuo Mouse", which is a very typical poem that uses the "comparison" technique. The author of the poem compared slave owners to giant rats. The poet issued an angry accusation: "A big rat has no food for me. A three-year-old girl, I don't want to care about it." The use of , that is, the author's statement that the water of the Yellow River is "fake" and the accusation of the exploiters' behavior is "true"; in addition, the first two lines of the poem "Guanyong" are even more typical of "Xing". When the author talks about "bird love", he means "human love". Furthermore, the opening two lines of the poem "Peacock Flying Southeast" in the seventh lesson of this unit: "The peacock flies southeast, lingering for five miles" are also the same. in this way.
Based on the understanding of the above explanation, students will do the second question after class after studying the poem "Monster".
3. Guide students to read the preview tips and understand the basic contents of the three poems
(to better communicate the text)
Thinking questions:
1. What is the content of each of the three poems?
2. Judging from the prompt text, which poem are you more interested in? Why?
Four introductions to reading the whole poem and clearing up the text
(1) Teacher’s model reading (either playing recordings or playing multimedia courseware)
1. Students give phonetic notation of new words
2. Understand the rhythm of poetry reading
(2) Students read to themselves and grasp the meaning of the words in the poem based on the annotations after class.
(3) Students will orally translate three poems into modern Chinese (can be done in groups, and every two to three groups are responsible for the translation of one poem).
Five Assignments
1. Read three poems carefully and master the content of the poems.
2. Practice questions one and two after the preview class.
Blackboard writing design
Three poems from "The Book of Songs"
Solution to one question: 1. Introduction to "The Book of Songs": from the early Western Zhou Dynasty to the mid-Spring and Autumn Period;
< p>Feng, elegance, praise;Fu, comparison, Xing.
2. Contents of each poem: "Rogue", family life;
"No Clothes", military life;
"Standing Girl", love life.
Second analysis of works:
Second lesson
Teaching focus: the artistic characteristics and ideological content of this poem
Teaching difficulties on the art of poetry Understanding of characteristics
Teaching process
1. Check homework (introduced by answering a question about the "Xing" technique used in "Meng")
2. Organize students Discussion
If three or four chapters of "Meng" are deleted, that is, the content of "Xing", will it affect the artistic effect and ideological expression of this poem? "Wu Yi" and "Jing Nu" are in What kind of help can the above two aspects provide us?
Summary of the three teachers’ suggestions
1. Artistry: The rising verses used in Chapter 34 of "Meng" are using The natural phenomena are compared with the changes in the heroine's love life. Does the change from "the leaves are wolfy" to "the leaves are yellow and fall" just symbolize the huge change from happiness to pain in the love life? Many associations can be generated from this. "No Clothes" uses the technique of repeated chanting to strengthen the military's sense of responsibility. "The Quiet Girl" not only achieves meticulous description in details, but also provides readers with a world of free imagination.
2. Ideology: The emotional crisis of the couple in "The Gangster"; the emergence of the unique temperament of soldiers in "Undressed"; the sincerity of the love between young men and women in "The Quiet Girl", these all left us with A deep impression and endless thoughts.
4. Assign homework
Recite the complete poems "Wu Yi", "Jing Nu" and the first two chapters of "Meng". (According to the class situation, recitation can also be assigned and spot-checked in class)
Blackboard writing design
Artistic quality: "Xing" Repeated chanting and detailed description
Ideological quality: " "The Hooligan" denounced the heartless husband's heartlessness
"No Clothes" eulogized the great spirit of the soldiers
"The Quiet Girl" eulogized the beautiful world of love
Comments on the lesson plan:
What we are exposed to is the earliest literary form in China and some of the general situation we know at that time. Therefore, the entire teaching process should closely focus on two words - "understand": Understand the language of that time, understand the literature of that time, and understand the customs and customs of that time. To this end, the teaching design of this course focuses on understanding the literary common sense of "The Book of Songs" and reading the artistic characteristics and ideological content of the poems. It is taught through introduction, recitation, taste, and discussion.