Tentative ideas on the teaching of ancient poetry

1. Some Suggestions on the Teaching of Ancient Poetry Original Publisher: Long Yuan Journal Network.

As a precious cultural heritage of the Chinese nation with a history of more than 5,000 years, ancient poetry is an important part of China's excellent traditional culture and plays an important role in cultivating students' Chinese literacy. Paying attention to the teaching of ancient Chinese poems in primary schools is of great significance and role in cultivating students' imagination, memory, thinking ability and aesthetic taste. Based on this, this paper mainly discusses some strategies of ancient poetry teaching in primary schools.

Keywords: words; Read aloud; news

Ancient poetry is the essence of ancient literature, and it is also a fertile ground for cultivating spirit. People's Education Edition has compiled 60 ancient poems of China, and each capital is wonderful and full of essence, which makes the students memorable. But in fact, there are still some problems in the process of learning ancient poems, such as difficulty in understanding and lack of in-depth experience, which directly affects the efficiency of learning and teaching. In addition, in order to take the exam, many teachers simply choose traditional teaching methods, allowing students to directly translate the meaning of poetry in modern vernacular, failing to let students really taste the connotation and artistic conception of poetry. How to make the teaching of ancient poetry out of the cage of traditional teaching mode and let students study easily and happily? I have the following four teaching suggestions:

First, grasp the eye words skillfully and make key breakthroughs

"Painting should be the finishing touch, and poetry should be the focus." The so-called "poetic eye" refers to the finishing touch in a poem. It has two forms of expression, one is the most refined and vivid word or word in the poem; The other is the most wonderful and crucial poem in the whole article, which is the main theme of a poem. When teaching ancient poetry, we should grasp the eye of poetry and form the main line of teaching, so that students can really walk into the text, experience the artistic conception of ancient poetry and feel poetry. The eye of poetry in ancient poetry can not only be a vague understanding of the whole, but also an accurate understanding, so as to understand it.

2. Suggestions on the teaching of ancient poetry (1) Strengthen reciting and taste the beauty of ancient poetry.

The linguistic beauty of ancient poetry first refers to the musical beauty of language. Ancient poetry rhymes and quotes sentences, and the number of words and sentences is neat and balanced. It is catchy and naturally produces a sense of music, which makes people feel the beauty of sweet and smooth rhyme and even and harmonious rhythm. The linguistic beauty of ancient poetry also refers to the precise beauty and concise beauty of language, and each word contains extremely rich content. For example, Li Bai's "Looking at Lushan Waterfall": "Rizhao incense burner gives off purple smoke, and the waterfall hangs in front of Sichuan. Flying down three thousands of feet, it is suspected that the Milky Way has fallen for nine days. " The word "life" not only makes the incense burner peak "alive", but also vividly shows the scene of curling clouds in the mountains.

How to guide students to feel and understand the linguistic beauty of ancient poetry in teaching? I have always regarded reading aloud as a main thread in the teaching of ancient poetry. Read aloud in chorus and individually in the primary stage; In-depth study stage, reading aloud while understanding; After learning the whole poem, let the students read it repeatedly, or sing it with three sighs, or shake their heads and read it freely. Fang Yue in the Song Dynasty said: "Books are often never tired of reading, and poems must be lightly recited." . Only by letting students recite and savor repeatedly, rather than being satisfied with reciting, can students feel the linguistic beauty of ancient poetry.

(2) Stimulate imagination and understand the artistic beauty of ancient poetry.

Artistic conception is the artistic realm formed by the combination of the creator's aesthetic experience and emotion with the refined and processed life picture. In the study of ancient poetry, teachers should inspire students to develop rich imagination and understand the artistic beauty of ancient poetry. For example, the language of the poem "Leave a note for the absent ecluse" is quite refined. When reading this poem for the first time, it seems simple, but it is difficult to understand it carefully. The process of hermit arrival is not mentioned at all; Greetings and questions when meeting boys are also omitted; The boy answered many questions, but the poet only picked three sentences. There were not many questions, but the meaning was profound. In teaching, I first guide students to understand the general meaning and characters of the poem, and guide students to imagine: "What did the poet ask under the pine tree? Did he write it in the poem?" Can you sum up the boys' answers and add them through association? What would you say if you were extremely bookish? "Then let the students answer these questions one by one according to their own life experience, and let the students perform the dialogue in class in different roles. During the performance, the students were active in thinking, imaginative, fluent in answering, and accompanied by lively and interesting action performances, which vividly reproduced the scene they were looking for in the notes left for an absent poem and initially understood the artistic conception of the poem.

(3) Put words into emotions and experience the emotional beauty of ancient poetry.

"Emotion" is the root of ancient poetry. Poetry is the product of the poet's "emotional speech". Without emotion, there is no poem, and without the poet's sincere and strong feelings, it is impossible to produce touching poems. In teaching, the following methods can be adopted:

In ancient poetry, poets often integrate their emotions into the scenery they describe, creating an artistic realm of blending scenes, such as Meng Haoran's poem "Spring Dawn", in which every sentence describes the scenery and the lines are full of emotions. Poetry seems to describe the scenery, but in fact, it is lyrical and the scene blends, reaching the realm of non-decomposition. I guide students to start with the scenery, understand the words, reproduce the picture of the poem, and understand how the poet describes the scenery such as "bird singing", "wind and rain" and "falling flowers". Then, with the help of multimedia courseware, students are guided to understand the emotional color of the words "I don't know" and "I don't know how much" in the poem, so as to grasp the poet's deep affection for Xichun.

It is difficult for primary school students to understand the author's infinite love for spring, such as the poem "Singing Willow". When teaching, I first played a piece of music-"Spring", which vividly described the fields, lakes and forests in spring with beautiful lyrical tunes, brisk and stretching rhythms and poetic music language, and expressed the children's feelings of loving the motherland and spring. As soon as the students listen to the music, they are immersed in the beautiful spring scenery, as if they were there. At this time, when learning ancient poems, students will soon enter the situation. And the poet's beautiful new willow has a * * * sound. After learning the whole poem, imagine while listening to music, and a poetic spring scene is presented to the students. They can't help but express their infinite love for spring and deeply appreciate the emotional beauty in the poem. The blending of music and emotion creates an artistic atmosphere for students to learn ancient poetry well.

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3. Talking about the teaching of ancient poetry. Li Ji Town Central School in Wanning is the essence of China traditional culture. After thousands of years of precipitation, ancient poetry that can be selected into primary school textbooks is the essence of the essence.

Most of them have the following characteristics: beautiful and refined language, rich and novel imagination, catchy rhythm, touching emotions and profound philosophy. The teaching of ancient poetry in primary schools is of great significance for primary school students to understand the richness of Chinese culture, absorb the wisdom of national culture, improve their cultural taste and aesthetic taste, cultivate their feelings of loving the language and writing of the motherland, be influenced by noble sentiments and tastes, develop their individuality and enrich their spiritual world.

So, how to teach ancient poetry? Combining with my teaching experience, I will briefly talk about some of my own practices. First, respect personal understanding and create an independent reading of an ancient poem. Poets have their own specific background in their creation. Different people will have different opinions after reading it. It can be said that different people have different opinions. It is wrong for teachers to impose their own understanding on students, which also inhibits the development of students' creative thinking. As far as poetry is concerned, I think it can be roughly understood with the help of notes, because the feelings that the poet wants to express are deeply hidden between the lines, which is the beauty of artistic conception that can only be understood but cannot be expressed. The best way to express the beauty of this artistic conception is to stimulate students' imagination and make poems and paintings in their minds.

How to show it? Reading aloud is the best way. Only by reading with emotion can we appreciate the true taste of poetry.

Students recite poems with cadence and endless charm. They can not only feel the beauty of rhythm, artistic conception and image of Chinese language, but also accumulate and be influenced by it. For example, teaching "Qing Ping Le" in the fifth lesson "Three Ancient Poems" in the second volume of the fifth grade.

In class, I guide students to understand the names of poems, poets, and after students roughly understand poems according to their notes, I focus on guiding students to read. Read aloud rhythmically first, then students can read freely, and then compete who can recite beautifully. Finally, imagine what kind of pastoral scenery this is according to the picture. How is life in this family? How do you feel? What emotion does the poet want to express? Most students in the class can understand and recite and talk about the artistic conception of words. They are active in thinking and beautiful in expression. Although they have different views, the artistic beauty of ci has been fully displayed. The poet's love and yearning for rural life has quietly infected his classmates and his feelings have been heard.

Students gain personalized understanding in independent reading. Second, repeat imagination and experience feelings in reading.

The ancients said that poetry can be divided into seven parts and read three parts. The reason why reading is so important to the study of ancient poetry is that ancient poetry has the beauty of language, rhythm, phonology and artistic conception. Teachers should guide students to carry out emotional reading in various ways, understand the blank meaning of the text, point directly at the author's mind, and then awaken the students' mind.

Paying attention to reading should respect students' unique experience, and teachers should be organizers, collaborators and promoters, leading students to read aloud, so that students can gradually get better and read their level. When I teach Zhang Ji's The Shepherd Boy, I read it aloud according to the following teaching process: First, I find out four words describing the scenery in the poem, and describe these scenery according to my own understanding (such as the moon sinking in the west, the bright moon, the vast Yuan Ye, the melodious flute, the shepherd boy without leisure and filters, etc.), and read out my own understanding.

Second, the artistic conception described by the teacher: On a beautiful evening, a shepherd boy came back from grazing with a wooden flute. He has no time to take off the hemp fiber to read ancient poems and talk about his feelings after reading them. The third is to introduce the writing background of this poem, and let the students talk about how you feel at this moment if you are a shepherd boy returning from herding sheep. Read this poem again with such a mood.

The fourth is to play the music "Walking on a Country Road", where the teacher describes the artistic conception, and the teachers and students recite the poem together to further understand the artistic conception and emotion of the poem. Belinsky said: In poetry, imagination is the main active force, and the creative process can only be completed through imagination.

There are pictures in poems, and there are poems in paintings. The image created by poetry cannot directly affect the appreciator. Only the appreciator can feel and reproduce the artistic image created in poetry with rich imagination. Therefore, the best way to get students into the artistic conception is to let them fully recite and associate themselves, imagine themselves as the author himself, consider their feelings at that time from the standpoint of the author, and let the images and scenes described in the poem form a picture.

At this point, students can be said to have entered the artistic conception of poetry. Once in the artistic conception, the poet's thoughts and feelings and the social reality reflected by poetry are self-evident, and students will master the essence of poetry.

Therefore, in guiding students to read repeatedly, teachers create situations to guide students to imagine the artistic conception of poetry and produce * * * sounds with the poet's emotions. Thirdly, integrating the teaching content, strengthening the language accumulation of ancient poetry, emphasizing the process of reading and memorizing, and putting forward a new concept of curriculum reform, that is, teaching textbooks instead of textbooks, that is, creatively understanding and using textbooks, actively developing curriculum resources and flexibly using various teaching strategies.

Poetry can not be taught on the basis of poetry, but should be combined inside and outside the class, connected before and after, and developed with students to generate open and dynamic curriculum resources. For example, when teaching ancient poetry, our Chinese teacher in senior high school can skillfully guide students to recall and read the poems they have learned before according to the theme, and appropriately recommend poems with the same theme to guide students to read.

When I was teaching Lv Yan's The Shepherd Boy, I guided the students to recall poems describing childlike interest, such as What I saw, Country Life, Children Fishing and so on. It also shows a comparative skimming of Bai Juyi's On the Pool. This integrated comparative study is not only conducive to deepening understanding in comparison, but also conducive to letting students indulge in a happy childhood. At the same time, it increases the reading volume of students' ancient poems. In addition, when reviewing, students can be guided to carry out integrated teaching on the subject classification, farewell poems, homesickness poems, patriotic poems and so on, which not only enhances the effectiveness of ancient poetry teaching, but also strengthens students' language accumulation and has received good results.

Fourth, expand practice and deepen the study of ancient poetry. As the saying goes, you can read 300 Tang poems by heart, even if you can't write, you can sing. The function of ancient poetry culture is well known. Its refined language, profound philosophy, rich connotation and beautiful artistic conception are worth learning and using by every student. A new round of basic education.

4. How to design the teaching of ancient poetry in primary schools? Instructional design is an essential link for Li Xiaoming to teach a good lesson and let students learn it well.

In order to design a wonderful teaching of ancient poetry, teachers should first be quite familiar with ancient poetry, have a certain understanding and research on ancient poetry, and it is best to have unique experiences and feelings for some of them, and try to guide students into the appreciation and taste of ancient poetry. A large number of documents show that the current teaching of ancient poetry pays attention to four aspects.

First, the creative background; Second, analysis and understanding; Third, appreciation and experience; Fourth, read aloud and recite. These four aspects fully reflect the main contents of ancient poetry teaching.

In the research of exploring the effective classroom teaching of ancient poetry, the teaching design of ancient poetry in primary schools is divided into seven steps: 1. Stimulate interest and reveal that the guiding mode of ancient poetry is similar to reading teaching, that is, indirect guiding and direct guiding. Indirect guidance is to create a certain teaching situation, put forward the topic to be studied, and write the topic on the blackboard.

There are many ways of indirect import, such as story import, question import, preview import, background import and so on. No matter which lead-in method is related to the teaching content, it is a kind of bedding and foil for the teaching content. For example, I teach My Hometown Couplet Book by indirect introduction. The poem "Singing Willow" by the poet He, who has been studied, arouses students to reproduce the poet, and then enters this lesson on the premise of enhancing children's curiosity.

Direct guidance is to directly clarify the learning content, write on the blackboard, put forward learning requirements and learn new lessons. Just like "boating in Guazhou" that I taught, starting from today, we will enter the second group. With today's study, we got to know a Song Dynasty poet, Wang Anshi, and learned a poem he wrote on the blackboard today.

Second, introduce the background and know the poet. The creation background of ancient poetry includes the background of the times, the poet's situation and mentality in creating this poem, etc.

The profound historical and cultural background of ancient poetry is a good material for traditional culture education and a typical embodiment of the humanity of primary school Chinese. Teachers can let students know about the poet and his creative background by inquiring about materials before class, which can cultivate students' ability to collect and process information.

Moreover, the new curriculum standard also points out that we should consciously use all aspects of Chinese teaching to cultivate students' listening and speaking ability, and create various communication situations in and out of class so that every student can communicate freely in spoken English. Therefore, handling this part of teaching content well can not only increase historical knowledge, but also increase teaching interest.

For example, in this section, I introduce the background of the poet He's poem Hometown Lianshu, and students will expand their imagination and gain emotional experience in this situation. Curriculum standards put forward higher requirements for senior high school reading accumulation: learn to browse, expand knowledge and collect relevant materials as needed.

I teach "Sauvignon Blanc" and let students communicate in this link. How much do you know about Nalanxingde? This not only cultivates the quality of students' active learning, but also exercises students' listening and speaking ability and oral expression ability, so as to prepare for the next study and understanding of ancient poetry. Third, learn independently and understand poetry.

"Chinese Curriculum Standards" actively advocates the learning style of autonomy, cooperation and inquiry as one of the four concepts of Chinese curriculum. It is pointed out that Chinese teaching should stimulate students' interest in learning, pay attention to cultivating students' awareness and habits of autonomous learning, create a good autonomous learning situation for students, respect students' individual differences and encourage students to choose their own learning methods.

This requires teachers to create an open learning environment and create a relaxed and free classroom atmosphere. In this link, teachers should adopt flexible and diverse teaching strategies, organically combine "release" with "help" and guide students to learn ancient poetry.

First of all, let go boldly. First, let students freely discuss the methods of learning ancient poetry, and then let them choose the learning methods that suit them to explore new knowledge and understand poetry.

For problems that cannot be solved independently, students are encouraged to solve some specious problems through cooperation and help. Guide students to use pictures, notes or other reference books in the book to help them understand the meaning of poetry.

To understand the meaning of poetry, we should guide students to start from the following aspects: (1) Pay attention to poetry: for example, Wang Wei's famous sentence, a stranger misses his family more on holidays. As long as you grasp a unique word, you can better understand the feelings of strangers in a foreign land; As long as we grasp a unique word, we can know the loneliness when we miss our loved ones, and we can better understand the loneliness when the poet sees others meet again.

(2) Grasping words: For example, both of them wrote farewell poems "Lotus Inn and Xin Jian Parting" and "Sending Yuan to Twenty Shores Xi". As long as we grasp the key words in the poem, we can realize that the poet's mood is different when he bids farewell. "Farewell to Furong Inn and Xin Qiji" wrote: It is cold and rainy at night, and Chushan sees the guests off.

Friends, if my friends in Luoyang invite me; Just say I'm still Bing Xin Okho, and stick to my faith! The use of words such as Lonely Ice on a Cold Night reflects the author's inner sadness in his farewell to Xin. Who's seeing Xin gradually off? Why are you so sad? Must have something to do with the poet's relatives and friends.

(3) Grasping verses: Every poem has two key sentences, and some even become famous sentences. Then just grasp the key points and understand.

For example, but you can expand your view by 300 miles and take a flight of stairs at Helen's cabin. Looking up, I found that it was moonlight and sank again. In the silent night, I suddenly remembered home.

I don't know the true face of Lushan Mountain, just because I am on this mountain. (4) Grasping the title of a poem: From the titles of some poems, we can know what the whole poem is about.

For example, Su Shi's Rain after Drinking on the Lake shows that the author is drinking on the West Lake (enjoying the scenery? Poetry? It was sunny at first, then it rained. For example, if you don't look at the title of the poem "Seeing the Forest in Jingci Temple", you will know that the lotus flower was written in summer.

However, if we carefully read the whole poem in combination with the title of the poem, we will find that the author is lyrical by borrowing things and wrote infinite blessings for Lin Zifang to be an official in Beijing. Fourth, recite poetry imagination and appreciate poetry.

Chinese curriculum standards point out that reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. Let students deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic pleasure in active thinking and emotional activities.

Ancient poetry is the cultural treasure of the Chinese nation, which is profound, concise and implicit. Music, architecture, painting, Italy.

5. How to design ancient poetry teaching in primary schools 1. Stimulate the introduction of interest and reveal the theme.

The way of ancient poetry guidance is similar to reading teaching, that is, indirect guidance and direct guidance. Indirect guidance is to create a certain teaching situation, put forward the topic to be studied, and write it on the blackboard. There are many ways of indirect introduction, such as story introduction, question introduction, preview introduction and background introduction. No matter which lead-in method is related to the teaching content, it is a kind of bedding and foil for the teaching content. For example, I teach Hometown Couplet Book indirectly, and I have studied the poet He's "Singing Willow", which arouses students to reproduce the poet before entering this lesson on the premise of enhancing children's curiosity. Direct guidance is to directly clarify the learning content, write on the blackboard, put forward learning requirements and learn new lessons, just like I teach boating in Guazhou.

Second, introduce the background and know the poet.

The creation background of ancient poetry includes the background of the times, the poet's situation and mentality in creating this poem, etc. The profound historical and cultural background of ancient poetry is a good material for traditional culture education and a typical embodiment of the humanity of primary school Chinese. Teachers can help students understand the poet and his creative background by asking for materials before class, which can cultivate their ability to collect and process information. The new curriculum standard also points out that we should make use of all aspects of Chinese teaching to consciously cultivate students' listening and speaking ability. It is necessary to create various communication situations in and out of class so that every student can communicate freely in spoken English. Therefore, handling this part of teaching content well can not only increase historical knowledge, but also make teaching interesting.

If I introduce the background of the poem Hometown Lianshu by the poet He in this link, students will expand their imagination and gain emotional experience in this situation. Curriculum standards put forward higher requirements for reading accumulation of senior three students: learn to browse, expand knowledge and collect relevant materials as needed. I teach Sauvignon Blanc so that students can communicate in this link. How much do you know about Nalanxingde? This can not only cultivate students' active learning quality, but also train students' listening and speaking ability and oral expression ability, so as to prepare for the next study and understanding of ancient poetry.

6. Some thoughts on the teaching of ancient poetry in high school The ancients said: "A poet is the heart of heaven and earth, the father of virtue, the Lord of blessings, and the home of all things." It can be seen that appreciating poetry not only increases self-cultivation and virtue, but also has the function of drawing lessons from others. As a "poetic country", the study and inheritance of ancient poetry has always been valued, favored and respected by the Chinese nation. In school education, no matter what era and version, the content of ancient poetry and its teaching activities will always occupy an important position. So, how to effectively teach ancient poetry? Try to make some comments on this.

First, image teaching.

Classical poetry, especially Tang poetry and Song poetry, has concise language, exquisite words, implicit meaning and far-reaching artistic conception, contains a variety of images and the author's rich emotions, and has infinite charm of "inexhaustible meaning", which can convey impressive and touching images to people. What is an image? Simply put, it refers to an artistic image created by the objective image in poetry through the creator's personalized emotional activities. It is the full combination of the creator's "emotion" and "ambition" and the essence of the work. Grasping the "image" to carry out teaching is like grasping the "bull's nose", which can play a role in affecting the whole body.

Take Ouyang Xiu's "Treading on the Sand" as an example: Hou Guan and Xi Qiao indicate the distance and describe the location of the incident; I also explained this season to Mei Can and Liu Xi. At the same time, creating a "pedestrian" to imagine his wife crying at the railing is to write a sad image of a "pedestrian" running away from home and leaving his wife. The specific season and place in the works are real images, and the parting feelings of pedestrians are the combination of reality and reality and the blending of scenes. In particular, the last sentence "There are many laymen in Chunshan" fully embodies the integration of the scene and the subjective and objective world, which is not only the sublimation of "scenery" but also the sublimation of "emotion". That is to say, from "telling the truth by real people" to "emotional analysis" and then to "sublimation of witty remarks", it is not only conducive to the progressive understanding of ancient poetry, but also to cultivating students' literary literacy of ancient poetry.

Second, innovative teaching

In ancient poetry, some images are obvious, while others are vague. For poems with vague images, the teaching method of "adding new ideas to ancient prose" can be adopted. What is the teaching method of "New Ideas in Classical Chinese"? It is to encourage and guide students to interpret and analyze ancient poems with vague images on the basis of respecting the original intention of the works, and gradually cultivate students' ability to explore poetry.

Take Li Shangyin's Jinse as an example: "I wonder why my Jinse has fifty strings, each of which has a youthful interval. Zhuangzi daydreaming, a saint, was bewitched by butterflies, and cuckoo crowed in the imperial spring. Mermaids shed pearl-like tears on the moon-green sea, and the blue fields breathed their jade to the sun. A moment that should last forever has come and gone before I know it. " Because the connotation and image of poetry are vague, teachers should not strongly replace students' cognitive views with their own analysis, but should effectively "inspire, awaken and encourage" them to read and "watch" colorful pictures displayed by their own actual cognition and life experience, thus creating their own personalized understanding of poetry. Whether the viewpoint is correct or not, as long as it is logical and self-evident, it is worth appreciating and affirming.

Third, compare similarities and differences.

Comparison of similarities and differences is a common method in the teaching of ancient poetry. It is to compare different poems by the same author or poems with the same background, style and technique by different authors, and gradually cultivate students' poetry appreciation ability and continuously improve their artistic accomplishment. This is an effective way to cultivate students' autonomous learning ability and sustainable development ability.

Taking Li Qingzhao's "The Sound is Slow" and "A Piece of Plum" as examples, teachers can guide students to make a comparative reading of the feelings expressed in the two words: "A Piece of Plum" depicts the author's homesickness in his early life-the newlywed husband left home for a long time, the poet left because of loneliness, and he longed to live alone; The Sound Slow expresses a completely different kind of feelings and worries ―― the husband died, the country broke and the family died, the old love was hard to find, and it was drifting from place to place. For another example, Xiang Yu is also taken as the object, and Wujiang Pavilion is also taken as the topic: Wang Anshi, starting from the people's hearts, thinks that Xiang Yu failed because he lost the people's hearts; Du Mu criticized Xiang Yu for failing to face failure correctly and committed suicide in Wujiang River. Li Qingzhao, on the other hand, believed that life and death should be vigorous and praised Xiang Yu for "being born as a hero and dying as a ghost". Through comparison, students' thinking of learning ancient poems can be effectively opened.

Fourth, the connection between ancient and modern times

Ancient poetry is a bright pearl and precious spiritual wealth in the excellent literary treasure house of the Chinese nation. In the long history, it has been playing an active role in cultivating the mind, rallying people's hearts and casting spirit. Famous sayings such as "wrapped in coarse cloth, full of poetry, pretentious" all emphasize the ancient poetry represented by Tang poetry and Song poetry, which has incomparable influence on enriching knowledge and cultivating personality. Especially today, when the national culture is constantly being impacted, attaching importance to and carrying out the teaching reform of ancient poetry is conducive to cultivating young people to become modern citizens with flesh and blood, affection, righteousness and ambition.

7. How to Do a Good Job in Teaching Ancient Poetry Original Publisher: Say goodbye to Meng Han tonight?

How to teach ancient poetry? The teaching of ancient poetry must be broken through and innovated. What are the misunderstandings in the teaching of ancient poetry? First, it replaces the reading and singing, language taste and emotional perception of ancient poetry with the form of autonomy, inquiry and cooperative learning. Self-inquiry learning is the essence of all subject teaching that embodies the new curriculum concept. Chinese teaching, especially ancient poetry teaching, has a distinct and unique personality. Ignoring the characteristics of ancient poetry teaching, ancient poetry teaching will have no "taste". Second, interpreting poems, reading poems and reciting poems are the basic modes of ancient poetry teaching, and a lot of time is spent on understanding and analyzing the content and reading smoothly. At present, the teaching of ancient poetry mostly stays at this level. In some schools featuring the study of classical poetry, students can recite many ancient poems, but their reading level is not high and their taste is not high. The main reason is that students have not learned to "taste poetry" and recite it, and deepen their understanding of artistic conception and emotion in poetry from the taste of poetry. First, the taste of language language literacy is reflected in the understanding, taste, accumulation and practice of language. Understanding the language of poetry is the basis of reading poetry. Many teachers instruct students to read their own notes, find information, or read the meaning of words in context. For example, "I used to be familiar with the scenery", so that students can understand that "familiarity" means familiarity. From this, we can know that the poet used to be familiar with Jiangnan, but now he misses Jiangnan very much, and he can express his feelings of "not remembering Jiangnan". Another example is "the place where petals flow like tears", so that students can understand that "time" refers not only to time, but also to the current situation and its turmoil; "Tears" are not ordinary tears, but tears of where you will go, nerve-racking and patriotic. This understanding is more than just reading notes. The language teaching of ancient poetry can't just stay in shallow understanding, and learning the taste of language is the characteristic of ancient poetry teaching. The exquisiteness and uniqueness of ancient poetry language