Classroom teaching strategies of ancient poetry in primary schools

1. What are the teaching strategies for ancient Chinese poetry in primary schools? The new curriculum standard requires students in grade 1-6 to recite excellent poems at least one by one, and integrate resources to concise the theme, so that students can feel something in grasping the basic points.

When teaching To Wang Lun, the author first plays the famous song Farewell, and then leads students to recall several farewell poems they have read or learned, so that students can roughly understand the similarities and differences. "... she turned the tuning pin, tested several strings, and even before she played, we could feel her feelings. The main theme of Farewell is like a clear spring flowing in children's hearts, stirring their emotions.

2. Grasp the works with the same theme: Taking the theme as a bridge can promote the study of poems with the same theme and different themes. For example, after leading the students to study Jiang Xue by Liu Zongyuan, the teacher showed a picture of Qiu Jiang fishing alone by Wang Shizhen and asked them to teach themselves: What kind of picture does this poem sketch for us and what kind of mood does it reflect? I hope you can learn this poem by yourself in the way you learned in the last poem. In comparison, it is easy for students to find that these two poems have the same place, the same characters and the same events, but they have different moods, one is depressed and the other is complacent.

The former poem has a kind of "arrogance", while the latter poem has a kind of "domineering". At this time, some background materials are interspersed. "Jiang Xue" was written when Liu Zongyuan was demoted to Yongzhou officialdom, and when Wang Shizhen was proud of his official career, students were asked to read more. Students "mobilized their original knowledge and experience, coded new information and constructed their own understanding".

Comparative reading not only broadens students' horizons, but also enables students to learn to compare and deeply understand the humanistic connotation of works, which plays a multi-purpose role. 3. Extending the works of the same poet: The purpose of this is to increase students' sensitivity to different language styles; Second, it can deepen students' understanding of the text content and grasp the author's writing style.

For example, there are 160 articles in the class, and 70 recommended articles for reciting ancient poems are listed in the appendix, which adds many excellent poems, so that the majority of Chinese educators fully realize the importance of teaching ancient poems. However, in the specific teaching process, many teachers are eager for success, and the teaching is objective and random, which leads to the following misunderstandings: First, it is raining cats and dogs.

In order to catch up with the progress, regardless of the students' cognitive level and acceptance, teachers are required to recite a song every day. The second is question and answer.

The teacher didn't prepare the lesson carefully, so he asked a few questions casually during the guidance. The third kind is a kind of cross talk.

In order to save time, teachers have no time to study and think independently in the end. The fourth is the translation of the whole date.

The teacher only tells the students the main idea of the poem, even if the task is completed. These methods are only satisfied with the semantic dredging and accumulation of poetry, and it is difficult for students to fundamentally understand the most beautiful feelings of poetry.

Poetry is the song of life, the embodiment of beauty, and spiritual food worthy of chewing, digesting and aftertaste by future generations. The reading and appreciation of poetry should go beyond the scope of exegetical words, step into the fields of semantics and aesthetics, and capture the image and realm of poetry with the soul.

However, many Chinese classroom teaching now overemphasizes the quantification, technicality and accuracy of teaching. Teachers still focus on combing knowledge points and researching standard answers in preparing lessons; Students are still required to adopt the old three methods of "choosing words-understanding sentence meaning-summing up ideas" to analyze and dismember the original seamless ancient sentences. This teaching form inhibits students' creative needs, stifles students' spirituality of thinking and vitality of life, and the aesthetic feeling contained in ancient poems is swept away, which also deeply affects students' interest in learning Chinese.

Therefore, I think the teaching of ancient poetry in primary schools should follow the following strategies: Strategy 1: Integrate resources and create feelings by grasping basic points. 1. Integrate works with the same theme: Among the ancient poems learned in primary schools, there are many ancient poems of different authors and backgrounds, but they express the same or similar emotional themes.

Take the theme of "Farewell" as an example. There is Li Bai's "Gift for Wang Lun". Wang Lun sent his friend away with a song, and Li Bai used a pool to express his friend's deep affection for him. There is Li Bai's "Farewell to Meng Haoran on the way to Yangzhou", which writes that Li Bai sent his friends away with his eyes and used the water of the Yangtze River as a metaphor for the endless feelings between friends; There is Wang Wei's "Send Yuan to Twenty Shores Xi", in which Wang Wei sends wine to his friends, and expresses his sadness at their parting through rain, willow and wine. If the teacher can change the tradition in teaching.

2. How to effectively carry out the teaching of ancient poetry in primary schools When it comes to the teaching of ancient poetry in primary schools, many teachers are very upset.

I don't know how to start. Therefore, the teaching of ancient poetry inevitably goes into many misunderstandings, which makes students' mastery of ancient poetry deviate from the channel. The concrete manifestations are as follows: first, teachers are only responsible for "church" and ignore "teaching". Chinese teachers who are eager to save trouble often adopt the "cramming" teaching mode, forcing students to accept the learning methods arranged by the teacher in class, such as copying the "standard" poetry translation and the author's thoughts and feelings, and "duck back" the full text.

Students learn by rote, and finally "help" the teacher to complete the task of "teaching". Students didn't enjoy the learning process, and teachers completely ignored the optimization of teaching methods and the embodiment of students' dominant position. Second, students only attach importance to "reading" and ignore "reading". After students have cleared the obstacles of writing and can recite poems fluently, they often feel complacent and think that they have "recited".

However, they ignore the key issues such as the rhythm and rhythm of poetry, which are precisely the essence of poetry and the most important. Third, students can only "recite" without paying attention to "recite". Students who can recite ancient poems in Chinese class are rare. Students are always proud that they can recite poems in one breath. I am vaguely worried about such students and how they have time to think, feel and taste.

It is not unreasonable for the ancients to recite poems. In the process of "reciting poems", we should fully understand the advantages and disadvantages of words, think about the creation of situations, the expression of emotions and many other issues, and improve our ability to master language and words in "reciting poems". Isn't it sad that such an excellent training method is now ignored and almost extinct? So, how to correctly grasp the teaching of ancient poetry in primary schools? I think we should first correctly interpret the requirements of the new curriculum standard for primary school students to master ancient poetry. The new curriculum standard clearly points out that primary school students should be able to recite more than 160 excellent poems (paragraphs) (50 in lower grades; 50 middle school students; Senior three, 60), this is the requirement for primary school students to master the number of ancient poems.

Read simple ancient poems, expand imagination, gain initial emotional experience and feel the beauty of language; Read poetry to understand emotion and content; Read poetry, and appreciate the content and emotion of the work through the tone and rhythm of poetry and prose; This is a requirement for primary school students of different ages to master poetry understanding. It can be seen that the requirements of the new curriculum standard can be summarized as three meetings: reading, memory and feeling.

Secondly, according to the characteristics of students, teaching students in accordance with their aptitude, reciting repeatedly, creating situations, and stimulating the enthusiasm and sense of responsibility for exploring problems. Chinese language and literature emphasizes aesthetics, experience, perception and intuition, which embodies the unique psychological structure and way of thinking of the Chinese nation. Qian Liqun said: "The traditional culture of China is basically a perceptual culture, which is different from the western culture that is biased towards analysis."

China's classical poems, which are composed of square characters, have always been filled with unique charm and endless spiritual charm. Spirituality is the vivid vein of classical poetry, and it is not enough to get into its territory, get its spirit and taste its rhyme without reciting.

"Touching people don't worry about feelings first, then don't worry about words, and then don't worry about righteousness." Under the guidance of the teacher, students recite the truth, chew and comprehend, feel excited, nourish the body and mind, cultivate the soul, cast the pillar of personality and accumulate the spiritual motive force.

The teaching of classical poetry needs passion, intoxication and discovery. Recitation creates an intoxicating and passionate learning situation, promotes the profound dialogue between subject and dominant, works and readers, and stimulates students' exploration enthusiasm and sense of responsibility.

Poetry teaching is enough to nourish the soul. Poetry teaching should be more audio reading and less pedantic analysis; More emotional happiness, less serious; More experience of connecting with yourself, less excavation of righteousness.

Second, stimulate association and imagination, and let the poetry text have a dialogue with the soul of life. China's classical poetry is rich in connotation, but implicit and meaningful, with ups and downs in time and space. Without association and imagination, it is impossible to understand its artistic conception and interest. "The spring breeze in Jiang Nanan is green", "The branches of red apricots are full of spring scenery" and "The clouds break the moon to make a flower shadow", and the words are romantic and the realm is full.

Teachers should inspire students to reproduce the scenes of willow green and peach red, bees and butterflies flying, warblers flying and birds singing, moon shadows lingering, wind blowing and flowers dancing, shyness and subtlety, so as to understand the profound meaning of poetry and gain the pleasure of reading and appreciation and the satisfaction of secondary creation. China's ancient poems are permeated with the aesthetic taste of the Han nationality. They often express their feelings with scenery, objects and history, and they also use such expressive techniques as setting off and exaggerating, seeing each other's movements and personification, which is more necessary and can cultivate students' association and imagination.

"Hundreds of mountains have no birds, and thousands of paths have no footprints. A boat, a bamboo cloak, an old man fishing in the cold river-snow. "

Only by looking at the vast world and imagining a lonely boat, a fishing rod and a lonely old man in the snowy background of Qian Shan can readers walk into the depths of a lonely and resentful soul, despite repeated blows and ups and downs in the sea of officials, and realize a soul dialogue that spans thousands of years. Association and imagination are important forms of extracurricular activities in poetry learning, which can better guide their appreciation and creative spirit in poetry performance.

Teachers' analysis can't replace students' association and imagination, and students can't enter the artistic conception of poetry and the world of poets through teachers' association and imagination. Only when students associate and imagine under the inspiration of teachers can they realize the dialogue between readers and texts and finally realize the construction of meaning.

The process of readers' reading is a process of dialogue with the hidden life behind the text with all their life experiences, life emotions and life consciousness, and a process of realizing the growth and promotion of readers' self-life. Association and imagination are the catalyst and thoroughfare of this process.

3. Some suggestions on improving the teaching of ancient poetry in primary schools 1. Repeated reading and appreciating the linguistic beauty of ancient poems are important ways of traditional language learning. "Reading a hundred times, knowing its meaning" is to emphasize the importance of reading.

Zhu said in the Rules of Training: "Every reading should be loud and clear, without missing a word, without missing a word, without falling down a word, without memorizing a word. As long as you read more, you will naturally be catchy and unforgettable. " In the teaching of ancient poetry in lower grades, teachers should pay special attention to cultivating students' reading habits, helping students to cultivate their sense of language, understand the content and improve their reading ability in repeated reading.

When beginners learn an ancient poem, teachers should let students preview it by themselves, read it correctly and fluently with reference to Pinyin, and do not mispronounce, lose words or add words, which will help improve students' reading ability and consolidate Chinese Pinyin. In class, the teacher can choose several students to read aloud, and let other students be judges to evaluate and discuss who reads best and what problems exist in reading aloud.

Teachers should demonstrate reading for students, let students follow, pay attention to the pause and rhythm of ancient poetry, read out feelings and read out the rhythmic beauty of ancient poetry. Teachers can also organize students to read in groups, with music reading, etc. , arouse the enthusiasm of students to participate.

Second, learn to appreciate and understand the artistic conception of ancient poetry. When learning ancient poems, teachers should help students perceive and understand the profound artistic conception of ancient poems in various ways. Only in this way can students fall in love with the basic subject of Chinese, and then cultivate their awareness of independent inquiry learning. 1. Use illustrations skillfully to feel the situation.

Teachers can guide students to observe the illustrations in the book when teaching mountain walking. On the winding mountain road, a carriage stopped by the side of the road, and the poet sat on the stone by the side of the road and enjoyed the maple leaves all over the mountain. Let the students deepen their understanding of ancient poetry through illustrations.

2. Parse the language into the situation. When teaching the ancient poem "Boating in Guazhou", the word "green" in the third sentence "Spring breeze is green in Jiang Nanan" makes students understand that "green" is used as a verb here, which makes people shine and feel the breath of spring.

The word "green" is the crowning touch of the whole poem, which makes the whole poem more superb and has the color feeling of spring, as if the spring breeze blows and Jiangnan begins to turn green. 3. Use multimedia to deepen the situation.

When teaching the ancient poem "In the Heron Tower", we can use multimedia to show the photos of the stork tower, with light music, so that students can watch the scenery around the stork tower and imagine themselves standing on the stork tower, rolling the Yellow River to the distance in the sunset and seeing such magnificent scenery. What are you going to say? At the same time, I downloaded a video about the stork tower from the internet for students to watch. Through the media, students have learned a lot of materials that are not in textbooks, broadened their horizons, and learned more about the ancient literati's ode to the stork tower. Multimedia demonstration can deepen students' understanding of poetry and better understand the profound artistic conception of poetry.

Third, feel the emotion of ancient poetry without deep understanding. In the process of Chinese teaching in primary schools, many of our teachers often provide students with standard translations of ancient poems and ask them to recite the definitions. In fact, the teaching of ancient poetry does not need much understanding, as long as students can grasp the emotions of ancient poetry as a whole.

Ancient poetry is different from modern language habits. Many times, the words and expressions in ancient poetry are only for the pursuit of rhythmic beauty, such as rhyme, leveling, falsification, inversion, antithesis and so on. If teachers have to translate ancient poems into modern texts, they will be very stiff and embarrassed.

It is enough for students to perceive the general idea in the teaching of ancient poetry, and word-for-word translation is not needed. For example, in Ode to Mujiang, the meaning of "poor in September is obviously different from that in modern literature, but" lovely ".

Only in this way can we think of "dew like a pearl, bow like a moon", which means that the crystal clear dew in the moonlight is like a lovely pearl emitting charming light. Only by allowing students to understand themselves, rather than using a unified standard to translate, can we better understand the poet's feelings and the exquisiteness of his words.

In a word, we should choose scientific teaching methods according to the age characteristics of primary school students, pay attention to reading and feeling, make students study happily, stimulate primary school students' good feelings about ancient poetry and ancient prose, and make the teaching of ancient poetry and ancient prose full of vitality.

4. How to teach ancient poetry in primary schools in the vast traditional culture of our country, ancient poetry with different styles and colorful colors is like bright and pure pearls in the ocean, noble and elegant, dazzling, touching people's hearts and patting readers' joy and sadness.

Reading teaching plays an irreplaceable role in the teaching of ancient poetry. I think the classroom reading teaching of ancient poems can start from the following aspects: First, creating situations and creating an atmosphere, leading students to create specific situations corresponding to the ancient poems they read, can help students quickly enter the atmosphere of the works they read, and make them have a more intuitive, emotional and accurate first impression of the works.

The creation of specific situations is often enlightening and suggestive, which is an effective way for students to touch the core of their works. When this method is used in teaching, it has a good effect. When I teach "Gui Xi Ci", I first play the music with birdsong and pastoral atmosphere as the background, and then the music is melodious and moving.

It sounds like nature, as if people are in the arms of wonderful nature that makes people forget everything, and then introduce the topic of expressing their feelings with natural beauty, and then read and comment on the paragraphs describing the moonlight lotus leaf in Zhu Ziqing's Lotus Pond, and then string together Wang Wei's Autumn Mountain with the same image of moonlight lotus leaf, and then take Autumn Mountain as a paradise. At this time, re-teaching the appreciation of natural beauty in Back to Xi Ci will make students' understanding of the expressed feelings logical, which is due to the creation of the situation.

Moreover, when creating a specific atmosphere, paying attention to putting a single poem in the same background can make students understand more comprehensively and deeply, and their feelings will be more profound. Second, taste the image, understand the artistic conception and go deep into the author's emotional world. To appreciate poetry, we must first grasp the image, taste the characteristics of the image and the emotion contained in the image.

For example, in Zhang Kejiu's "Qing Jiang Yin Qiu Huai", Xifeng sent a letter to Wan Li asking me if I would come back. Wild geese crow in red leaves, people get drunk in yellow flowers, and banana rains in Qiu Meng. It is not difficult for us to find out the objects: west wind, northern geese, red leaves, yellow flowers, plantains and the sound of rain.

These images can be summarized as bleak scenery features, through which we can get a glimpse of the author's sad thoughts of tossing and turning because of fame and fortune. Artistic conception is produced by the artistic combination of poetic images.

The images of poetry are combined into a life scene, through which they are either happy or sad; Either passion or sadness. Du Fu's "Ascending the Mountain" tells the poet's complex feelings of long-term wandering, old illness and loneliness through the autumn river scenery he saw when he climbed the mountain, and is impassioned. If you don't study, it's not enough to taste its depressed feelings.

The endless trees are rustling leaves, and the Yangtze River is rolling unpredictably. When you read the weeping fallen trees and the roaring Yangtze River, a magnificent, gloomy and sad picture will come to your mind, and a fleeting and unrequited bitterness will not suddenly come to your mind! Third, teach methods, strengthen training and cultivate students' reading ability. When guiding students to read, we should teach them some specific reading methods in time.

For example, in terms of tone intensity, we should strengthen the first sentence to express tragic, happy, reprimanded or generous sentences; Sentences expressing injustice, enthusiasm or belief should be emphasized at the end of the sentence; To express solemn, satisfactory or beautiful sentences, we should emphasize the tone in the middle of the sentence. As far as the urgency of charm is concerned, sentences containing feelings such as solemnity, awe, caution, depression, sadness, kindness and doubt should be read slowly. Sentences with feelings such as happiness, conviction, anger, consternation, terror and resentment should be read urgently.

Ye Shengtao said: these rules and regulations should all contain the meaning and emotion expressed by words, so it is most natural to recite by the book. At the same time, in classroom teaching, the forms of reading should be varied, and random reading, simultaneous reading, named reading, role reading and performance reading can be used alternately.

In addition, in order to stimulate students' reading passion, reading competitions can also be organized. In a word, in the teaching process of reading ancient poems, we should give students special guidance regularly, teach them rules and strengthen training, so that students can form an atmosphere and habit of daring and being willing to read aloud emotionally, thus cultivating students' reading ability and making them really learn to read.

Fourth, ask questions, solve problems, appreciate evaluation and stimulate students' creative thinking. Whether introducing specific situations in various ways to enhance the reading effect or reading deductive works with passion, the ultimate goal is to achieve students' resonance with the works, deeply experience and understand, question and solve problems, so as to achieve a deep understanding of appreciation and evaluation, so that students' unique insights can be uncovered and unique discoveries can be publicized. This link is the most dazzling highlight of the whole reading class and the climax of reading teaching.

When teaching Pipa Xing, the author stimulates students' curiosity and creative thinking through the paragraphs that guide their hearts, and establishes the author through reading comprehension: What role does it play in the wonderful music description? Is it unnecessary to describe the moon three times? How is the sadness of poetry expressed in layers? Everyone is arguing angrily and fiercely, and the spark of wisdom is everywhere at this time. The clearer the question, the deeper the understanding. At this moment, grasping the complex and tortuous emotions contained in this wonderful music description, the mystery of the life experience of the pipa girl is revealed in series, and the poet's heart touches that both of us are unhappy-until the end of the day, the theme of the work suddenly becomes clear.

At this time, the different functions of the three descriptions of the moon scenery and the intention of using the scene blending technique have become clear in the students' debate and appreciation reading. Reading again at this time, the understanding of the content of the work, the grasp of emotions, and the perception of the characters are all sublimated in this voice.

Reading ancient poems, its explicit effect is easy to be valued, but in fact, it is more important and long-term for students' implicit education. Through the study, deliberation and application of language, students' ideological sentiment and aesthetic taste are subtly influenced, students' humanistic quality is invisibly improved, a correct outlook on life and values are established, and a perfect personality is cultivated.

As Wei Shusheng said, from thought to behavior, from behavior to habit, from habit to fate.