The learning method of ancient poetry: teaching by example

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Methods of learning ancient poetry

Many times, ancient poetry is "trying to set up images", so we should not blindly explain it, but give it a unique explanation. Instead, we should try our best to explore the various connotations of poetry and let students appreciate and apply it from different angles. The ancient poem goes: The question channel is so clear, because there is flowing water from the source, and the text is flowing water from the source, and people drink its taste. It also gives students a sense of infinite meaning. 1, Introduction-Empathy Mode "Jing" is the emotional atmosphere and artistic conception reflected between the lines of classical poetry or the scene when the author wrote poetry at that time. Because the times can't be mentioned in the same breath, today, thousands of years later, when we want to enter the realm of poetry in black and white, we must first find ways to "create an environment", that is, create an atmosphere through thinking. The commonly used media and means are music, video, pictures, and American interpretation. For example, in the teaching of Li Qingzhao's Piece of Plum, after understanding the basic words and superficial poems, we can play a piece of Plum sung by Teresa Teng, and use the effect of "touching people with music" to guide students into the artistic conception of the poem, and then make a detailed appreciation of the poem on this basis, trying to understand and sympathize with the author's mood at that time (the so-called empathy in the west) and make further rational analysis. 2. Seeking images-the best mode of classical short poems. Authors often use some "images" drawn from nature or human life to express their feelings implicitly and euphemistically, so to understand the basic artistic conception of poetry, we must first have a correct understanding of the basic images in poetry. Through the analysis of the basic "image", we can see through the expression and significance of the author. For example, in Li Bai's Visit to the Ancient Times by Su Tai, the author used "old garden", "deserted platform" and "new willow" to express a bleak sense of vicissitudes, leaving only smoke and willow. Such things are all "trying to find an image." 3, chanting-body odor model This model needs to pay attention to how to make "chanting" a means to reflect its "subtle" value. To put it simply, we should pay attention to the fluency and rhythm of poetry when reciting, and grasp the emotional artistic conception of poetry on this basis, so that students can experience the charm of poetry in self-recitation, mainly in the consistency of form and content. General poetry can use this mode to organize teaching, but we can't blindly trust him, and sometimes we have to use other means to complete the basic grasp of the artistic conception of poetry. 4. Translation-creation mode If the recipients, that is, students, have a profound and comprehensive understanding of the basic connotation and emotional artistic conception of poetry through teaching, then they can guide students to try to translate ancient poetry in beautiful language within their power, and then they can also choose certain artistic conception and images in poetry to express their opinions, try to create and experience it for themselves.

Ancient poetry teaching method

First, create an atmosphere and exchange emotions.

Poetry must come from emotion. The ancients said that poetry expresses ambition, and excellent poetry works are written when poets are aroused by real life. The works are "saturated with rich imagination and emotion, and often expressed in a direct lyrical way" (He Qifang).

In the classroom activities of ancient poetry teaching, teachers must devote themselves wholeheartedly, and through in-depth understanding and experience, truly transform the author's feelings into their own true feelings and convey them to students. For example, when he was teaching Su Shi's "Water Melody", he carefully studied Su Shi's experience, thoughts and feelings. In class, he was introduced with such deep affection: "There was a poet who was brilliant, bold and broad-minded. Some people say that he is extraordinary and should only be in the sky. But it was such a great poet who was exiled to Hangzhou, Mizhou and Xuzhou all his life, and finally died on the way to Qiongzhou. Just when he was in Michigan, he thought he could meet his closest relatives and didn't want to be a "residual hate" again. Who is this poet? He is Su Shi, the author of Mink Head, which we are going to learn today. Please feel Su Shi's inner feelings at that time before reading his words. " Under the affectionate guidance of the teacher, the students melted into an atmosphere of loneliness and lovesickness, and their inner emotions and the author buzzed. In the future study, middle school students will actively participate in it, so as to better feel and understand the ideas of poetry, and also deeply feel the author's openness and philosophy.

Two kinds of sounds and feelings enhance the image.

In poetry teaching, there are unique conditions for using images and music to teach. Poetry teaching with pictures and texts can enhance the intuition and vividness of teaching, create a vivid artistic atmosphere, stimulate students' interest in learning and improve their artistic appreciation ability.

1, with poems and pictures:

In teaching practice, it is very beneficial to guide students to read poetry and think about painting, and think about poetry when they see painting. I'm teaching Hui Chong how to handle this. The teacher has been sketching with colored chalk while the students are tasting poems. Then let the students face to face, read and recite in the direction of the pointer, and only give two minutes, and the students will recite the whole poem. Then, let the students imagine freely according to the pictures on the blackboard and the poems, and conceive picturesque words in a short time. One student vividly said, "Through a green bamboo forest, two or three pink peach blossoms stand out ...".

2. Music and Poetry:

China has excellent classical poetry and excellent classical music. They have one thing in common, that is, they all express artistic conception. Classical music can be introduced into the teaching of ancient poetry, and learning ancient poetry in a musical atmosphere can achieve good teaching results.

When I was teaching Xin Qiji's Broken Fighter, I played House of Flying Daggers. The impassioned fighting atmosphere filled the whole classroom, and the music helped the students better understand the poet's grief and indignation that he was willing to die in the battlefield but was unable to serve his country. Teaching Su Shi's Mink Head, I played Faye Wong's modern song Mink Head, so that students can taste two different flavors, so as to better feel the poet's feelings.

Third, reel off the cocoon and question the truth.

Some ancient poetry textbooks are not annotated, leaving room for students to bet. The process of students taking notes according to their own understanding is also the process of reading comprehension. This process is also a process of diaosi and reasoning, which enhances students' appreciation of ancient poetry while giving comments.

For example, the word "dream back" in the sentence "dream back to camp" in Broken Array did not give any comments. When I first read it, some students understood it as "dream back" and some students understood it as "dream back" or "wake up". I'll organize students to study and discuss in groups at once. According to their own understanding, the students consult the relevant materials at hand, discuss and question the truth. In the end, most students think that it is reasonable to interpret "dream back" as "dream back" and list four reasons:

1. When writing this word, the author lived in Shangrao, Jiangxi Province, and did not fight in the front line.

2. If the explanation is "waking up from a dream", what is the explanation of "ambition is hard to pay, and there is no way to serve the country"?

The sentence "white hair is born" tells the reality. If the previous content can be interpreted as a dream, then the combination of dream and reality fully embodies the author's artistic originality.

4. Writing Dream Back can express the author's grief and anger, and reveal the contradiction between ideal and reality, hope and disappointment, which is consistent with the theme of this word.

Fourth, compared with other classes, poetry is taught by poetry.

Although the appreciation of ancient poetry focuses on the poem itself, it is not limited to a poem. Comparing with others, you will often get unexpected results: you can review the past and learn new things, broaden your reading horizons, contrast and deepen your understanding.

For example, "The banks of the Yellow River were recaptured by the imperial army" is a rare happy poem in Du Fu's poems. It is difficult for students to really feel the intensity of the author's joy only by this poem, and it is even more difficult to glimpse the whole leopard and understand Du Fu's gloomy and frustrated poetic style only by this poem. In class, you can print some other poems of Du Fu as reference, such as Shi Quguan, Autumn Wind Breaking the Cottage, Spring Hope and so on. All these can reflect Du Fu's great grief and indignation at the suffering caused by An Shi Rebellion. Once years of grief and indignation are released, the joy in the author's heart can be imagined. Therefore, it is essential to understand Du Fu's other poems in order to better understand the "ecstasy" mentality expressed in "The Yellow River is recaptured by the Imperial Army".

"Pay attention to learning everywhere", as long as you pay attention to being a conscientious person, you will find that there are things worth learning everywhere under the sky of Chinese teaching, and the teaching of ancient poems is no exception.