Reflections on Teaching of "Preface to the Lanting Collection"

Reflection on teaching "Preface to the Lanting Collection" 1: Wang Xizhi's "Preface to the Lanting Collection" seems simple, but in fact it is not easy to achieve a deep understanding.

This article requires memorization, but the student has memorized several morning reading lessons and is still not proficient in memorizing it.

Students reported that they always remembered the previous sentence but forgot the next sentence, and did not understand the content and context of the article clearly. Especially the third and paragraphs were too difficult to memorize.

This phenomenon immediately caught my attention, and I immediately went to investigate the students in another class. The feedback was the same. I didn’t understand the article, the context was unclear, and even after reading the translation, I didn’t know what the author wanted to express.

Professor Wang Rongsheng once said: The teaching content of a text, from the student's perspective, can be summed up in the following three sentences: Make students like what they don't like.

Make students understand what they cannot understand.

Make students read well if they cannot read well.

In other words, what the teacher wants to teach is what students don’t like, what students can’t understand, and what students can’t read well.

?So, based on a rough understanding of the academic situation, I made bold choices about the teaching content.

First of all, the original plan was to introduce the background and author, especially the author. I went to "Shishuo Xinyu" to find records about Wang Xizhi, such as the allusions about Dong bed's quick son-in-law, the allusions about false sleeping, etc.

These materials are not completely useless, at least they can cultivate students' interest in Chinese.

But for a Chinese class with limited time, these contents seem branchy and not targeted.

Because the difficulty for students lies in not being able to read the article, not their interest in learning.

Even if this link is arranged, students still cannot read it because these materials do not directly help understand the article.

Secondly, for the first two paragraphs of the article, students do not have problems in understanding, but they may not be able to read it well, and they may not be able to read the author's "ingenuity".

Therefore, I designed a link to "use two-syllable words to summarize the content", and grasped the point of "environment" to read the text carefully. For example, the image of "Xiuzhu" is often ignored by students.

Regarding this image, I first guided the students to recall the phrase "mixed orchids, osmanthus, bamboo and trees planted in the courtyard" in "Xiang Ji Xuan Zhi", and added a few lines from Su Shi's poems, and then pointed out that "Xiuzhu" hinted at the people attending the banquet.

They are all noble people.

Of course, students did not have many understanding barriers in the first two periods, so it took very little time to get over them.

Thirdly, I originally designed the expansion of the "writing structure", that is, to supplement the structure of the "original, inheritance, transition and combination" of the verses, and then analyze the structure of "Preface to the Lanting Collection" and "Red Cliff Ode", and then guide students to write.

Pay attention to the structure of the transfer joint.

I think this part of the content is very creative and important, but it deviates from the focus of this lesson, so I can only reluctantly part with it and put it in other classes for guidance.

After deleting all these contents, I focused on arranging two teaching links according to the actual situation of the students, namely the third paragraph of key reading and the fourth paragraph of key reading, and the method used was "comparative reading".

The creativity of these two links is to compare the article you adapted with the original text, understand the content and context of the original text, and appreciate the author's intentions.

If you simply guide students to analyze the content and logic of this article head-on, students will definitely find it boring because the original text itself is obscure and difficult to understand.

At this time, there is a comparison object, and the article used for comparison is the teacher's "downstream", and the students' interest in comparison will be stimulated.

Sure enough, during class, the students read the article with great interest, not only Wang Xizhi's original article, but also two relatively poor paragraphs written by me.

After comparison, the students perceived the special features of Wang Xizhi's original text: it not only contains insights into life, but is also full of "positive energy", full of praise for life, and affirmation of self-worth! The contents of these two links

It also comes from a close reading of the text.

I have a habit. Every time I lecture on a text, I will write a text interpretation article in advance. Before talking about "The Preface to the Lanting Collection", I wrote "Thoughts on Value from the Sense of Life? Reading

Preface>》Article.

In my opinion, if the article only has the first three paragraphs, then the idea is nothing unusual. It is nothing more than lamenting the passing of life and lamenting the shortness of life. There are too many articles with this theme.

The author's profoundness lies in the "reversal" achieved in the fourth paragraph, from a pessimistic sigh to a positive construction, constructing a certain value coordinate.

But this "reversal" is not too obvious, and the author is even a bit "ambiguous". Except for "Gu Zhi Yi Die and Life is an illusion, Qi Peng Shang is a false act", the other sentences are not clearly expressed.

This requires us to carefully read and even use the method of logical analysis. For example, the two sentences "It is not possible to lament in the text, it cannot be compared to one's mind" and "The future looks at the present, and the present looks at the past", we can only understand them first.

Be clear about the specific referents of subject, predicate and object, and then through analysis, you need to explore what the objects of "comment" and "metaphor" are, and explore the attitude of the future towards the present and the attitude towards the present towards the past.

What is the difference to understand the true meaning of these two sentences.

This is actually an idea of ????text reading.

As a normal course, my pursuit of this is: to wash away all the brilliance and show a clean face.