About the lecture draft of ancient Chinese poetry in primary schools
Abstract: By describing the characteristics and learning significance of ancient Chinese poetry, the importance of ancient Chinese poetry teaching in primary schools is reflected, and some corresponding discussions are made on the teaching methods of ancient Chinese poetry. I hope it can serve as a reference for teachers, especially for primary school teachers.
Keywords: ancient poetry teaching primary school Chinese
Ancient poetry is a bright pearl in the treasure house of Chinese art, which is condensed with implicit language and profound artistic conception and is loved by people. It vividly depicts a series of pictures with bright colors and appropriate movements in extremely concise and vivid language, creates a beautiful artistic conception and expresses deep feelings, which has been well-known for thousands of years. As a cultural treasure of the Chinese nation, its value lies not only in giving people artistic edification, but also in enlightening people's thoughts and edifying people's temperament.
first, the characteristics and significance of ancient poems
(first) the characteristics of ancient poems
Ancient poems are generally divided into two categories: narrative poems and lyric poems. Narrative poems mainly describe specific events and characters, such as Silkworm Woman and Children Fishing. Lyrics mainly express the author's feelings, which can be divided into two categories: scenery description and freehand brushwork. However, many ancient poems are both scenery description and freehand brushwork, such as Plum Blossom, Mountain Walking, etc. The ancient poems are concise and rich in meaning, with the characteristics of concise and jumping. They express as many meanings as possible in a very limited number of poems, and their greatest feature can be used to sum up "beauty" in one word: beauty in meaning, beauty in language and beauty in language.
The beauty of artistic conception is the beauty of artistic realm formed by the combination of the life picture depicted in the story and the author's thoughts and feelings. As people often say, "There are paintings in poetry and feelings in paintings." The author chooses the most characteristic concrete things, or the most meaningful scenes, or the most typical feelings to express his feelings, so as to inspire readers to expand their rich imagination, understand the artistic conception and emotions, and be edified from them.
Linguistic beauty refers to the concise language and vivid images of ancient poems, and often uses exaggeration, metaphor, symbol and other means to reproduce the beauty of nature, society and art. For example, "Flying down three thousands of feet, it is suspected that the Milky Way has fallen for nine days." "but you widen your view three hundred miles, by going up one flight of stairs." "wildfire never quite consumes them, they are tall once more in the spring wind." These poems make people feel beautiful to read.
Music is beautiful, and ancient poems pay attention to rhyme and rhythm. The rhyme is harmonious and the rhythm is distinct, so it is catchy to read and pleasant to hear, resulting in musical beauty.
beauty in form means beauty in form and beauty in image. For example, Du Fu's quatrains: "Two orioles sing green willows, and a row of egrets go up to the sky. The window contains the autumn snow in Xiling, and the Dongwu Wan Li ship is parked at the door. " This ancient poem, with neat antithesis, shows the beauty of image.
(II) Significance of learning ancient poems
First of all, ancient poems are concise, lyrical, short and rich in length. In order to fully understand the artistic conception in the poems and the implication of the poems, it is necessary to supplement and comprehend them by yourself, which will give full play to students' imagination. At the same time, for primary school students, they have rich imagination, and can use ancient poems as a starting point to associate, supplement and create, so as to construct imaginary pictures. As the ancients said, if you don't write a word, you will have a good time. That's the truth. This leads to its second function, that is, the training of creative thinking. This is a beneficial opportunity to develop creative thinking.
The teaching of ancient poetry gives us a space to develop creative thinking and re-create art. When students read ancient poems, they have seen most of the images depicted in the poems, and then use imagination to reconstruct and combine the images memorized in their brains according to poetry, thus creating a new picture in their brains. In this way, they not only have a deeper understanding of poetry, but also give full play to their leading role and develop their creative thinking ability. This plays an important role in improving students' reading ability and writing ability, and then improving students' Chinese ability and promoting the development of intelligence.
Third, ancient poetry combines the beauty of color, picture, artistic conception and artistic ingenuity, and has special aesthetic functions, from which students are influenced by beauty. "Painting in Poetry", "Emotion in Poetry" and "Rationality in Poetry" not only shine with beauty and brilliance, but also give people profound enlightenment. It not only grasps the characteristics of "painting, feeling and reason", but also causes students to be cultivated and sublimated by beauty in their thoughts and sentiments. Therefore, the process of ancient poetry teaching in primary schools is actually a process of appreciating beauty. For primary school students, they have not yet formed a complete aesthetic system. For good and bad, beauty and ugliness, good and evil, they often draw conclusions by external appearances, but cannot analyze their internal beauty and value. The teaching of ancient poems can just make up for this, because ancient poems often reflect an internalized and implicit emotion, and poets contain their own will and feelings in their poems, which is the so-called "poetry is based on Tao's will". Teachers can expand students' aesthetic vision by commenting on ancient poems, so that students can gain a higher level of aesthetic experience and get the correct aesthetic standards.
In addition, the teaching of ancient poetry can absorb the beneficial essence of ancient poetry and carry forward the national traditional culture. Ancient poetry not only embodies the poet's profound understanding of social things and human philosophy, but also is the crystallization of the thoughts of working people for thousands of years. It can make students cherish their new life, stimulate their patriotic enthusiasm and homesickness for friends, and at the same time teach them how to explain things clearly and behave themselves, thus improving their ideological and moral quality in a subtle way. Moreover, it can also cultivate students' interests in music, architecture and painting, and promote their all-round development.
Therefore, to sum up, we can draw the conclusion that the study of ancient poems is of positive significance to the cultivation of students' language ability and other aspects. This requires our teachers to use the correct methods to guide the teaching of ancient poetry, so that students can fully understand the artistic conception of ancient poetry.
Second, the teaching methods of ancient Chinese poetry in primary schools
Therefore, according to the basic characteristics of ancient Chinese poetry, I think we can teach ancient Chinese poetry as follows:
1. Use situational teaching method to guide students to feel the beauty of artistic conception. When teaching ancient poems, teachers should create situations through various ways and channels to lead students into the "realm". There are many specific methods: first, introduce the author and his background, the specific era and environment in which the author lived, and grasp the special mood of the author when he wrote poetry to read and imagine. The second is to connect with real life, introduce things familiar to middle school students in real life into ancient poems, narrow the distance and build an entry bridge. The third is to use intuitive method. In the teaching of ancient poetry, it is often impossible to watch the real objects because of the limitations of conditions. Students can feel immersive by showing slides, pictures and recordings. Fourth, enrich imagination, and guide students to imagine the plot and scene in poetry during teaching. For example, the poem "Jiang Xue" inspires students' thinking and association: "The snow is flying all over the sky, the north wind is whistling, and the world is white." So as to better understand the content and artistic conception of poetry.
2. Guide the study of ancient poetry, read poems and let students taste the beauty of language. To taste the language, first read the sentences. The language of ancient poetry has its own characteristics, such as sentence condensation, meaning jump, component omission, word order inversion, etc., which are obstacles for students to learn ancient poetry. According to the characteristics of primary school students, help them understand and teach the method of ancient poetry-word segmentation and sequential method: first, understand the literal meaning word by word and its meaning in this poem; The second is sequential translation according to modern Chinese norms. The study of ancient poetry can be summarized into seven words: expanding, staying, supplementing, changing, adjusting, chewing and connecting.
expansion: condensed words should be expanded, and monosyllabic words should be expanded into disyllabic words to make the meaning obvious and concrete.
stay: words that are common in ancient and modern times should be kept.
supplement: the omitted elements in the poem should be supplemented to make it smooth.
change: words with different usages in ancient and modern times should be changed.
Tone: If the order of words is reversed, it should be adjusted.
Chewing: The key, vivid and philosophical words in the poem guide students to chew and taste carefully.
linking: linking the words explained in each sentence for translation.
Therefore, in teaching, teachers should guide the learning method of ancient poetry, with guidance in speaking and practice in guiding, so as to inspire students to understand the usage of the method. In addition, in the future teaching of ancient poetry, teachers should also pay attention to the guidance of instruction, and students should use the consolidation method.
3. Instruct emotional reading, so that students can appreciate the beauty of music. Emotional reading can reproduce the artistic conception of poetry and deepen the understanding of the meaning and feelings of poetry. Therefore, on the basis of students' understanding of the content of poetry, they attach importance to reading aloud and recitation. Guiding reading is to let students master the methods and skills of emotional reading. First guide to determine the emotional tone, and then guide to deal with stress and rhythm. For example, Du Fu's both sides of the yellow river recaptured by the imperial army is a lyric poem. The whole poem is full of joy and excitement. The rhythm of the first sentence and the seventh and eighth sentences should be rapid, and the fifth and sixth sentences should be slow; The stress of "sudden transmission", "ecstasy", "immediate obedience" and "defecation" is pronounced. In this way, the students' feelings naturally chime with the author's feelings.
First, we should understand the arrangement intention of teaching materials before teaching. In some texts, there are two poems, so it is necessary to understand the reasons why they are compiled together; The function of this ancient poem text in this unit, and the connection with the ancient poem text before and after. Second, we can appropriately supplement extracurricular ancient poems for students to learn. The third is to arrange rewriting training properly, rewrite narrative poems into short stories and rewrite landscape poems into essays. This combination of reading and writing kills two birds with one stone. Fourth, students can draw with their imagination according to their own understanding, and truly walk to a situation where they are as close as they are, as they see their people, as they hear their voices.
according to the above main points of ancient poetry teaching, we can make students learn ancient poetry from passive to active exploration, greatly enhance their self-study ability, and have a stronger interest in learning. At the same time, we regard ancient poetry learning as a kind of fun and enjoyment, which really makes ancient poetry teaching play its unique charm.
Third, several misunderstandings in the teaching of ancient Chinese poetry in primary schools
In the process of teaching ancient Chinese poetry in primary schools, teachers may have a good starting point, but they should also pay attention to the methods, so as not to rush for success, resulting in the following misunderstandings:
1. The problem is solved in a downpour: some teachers are eager for quick success and instant benefit to introduce both the author's life and the living environment; Talking about political thoughts, writing characteristics and major achievements often leaves students in a state of confusion. After all, students' cognitive level is limited, so we should teach according to the actual situation.
2. Random question and answer: Ancient poems have distinct artistic images and profound artistic conception, which need to be read repeatedly and deeply understood. However, some teachers abuse the question-and-answer method in the teaching of ancient poetry, which destroys the integrity of ancient poetry and makes students unable to understand its artistic conception well.
3, cramming, injecting crosstalk: crosstalk is an important method of ancient poetry teaching, but we should pay attention to inspire students to preview before class, and we must guide students to think that we can't cram and inject in the process of crosstalk.
4. Literary appreciation analysis: The analysis of ancient poems in primary schools is not excluded, but we should pay attention to the simple explanation and a "degree". If we can't grasp this degree and talk about it in Kan Kan, it will not achieve the expected effect, but it will be counterproductive. Because primary schools can't understand it so profoundly, they can't understand it. After all, their knowledge level is limited.
5. Swallowed-up translation: The translation of ancient poems can help students better understand them, but teachers should be faithful and fluent in literal translation here, and try their best to keep the original meaning and structure of the poems, so as to be just right.
6. Fancy performance: Although a certain performance can make students learn ancient poems better, we should not pursue form and novelty too much, and make ancient poems nondescript and lively on the surface, which can actually destroy the original intention of ancient poems and waste the energy and enthusiasm of students and teachers.
Therefore, it is obvious that as a teacher, especially a primary school teacher, although primary school students are in a period of vigorous knowledge at this stage, they should not blindly cram students with knowledge, thinking that the more, the better. On the contrary, we should teach ancient poems according to the actual situation and the characteristics of our students, and make corresponding teaching plans, so as to get twice the result with half the effort.
References:
(1) Huang Guanming's Attempt to Teach Primary School Students to Rewrite Ancient Poetry into Narrative, Education Review, No.2, 2xx, p.68-69
(3) Yu Xiulan, Shen Yiliang's Six-character Decision on Ancient Poetry Teaching and Jiangxi Education, No.11, 1997, p.33
(4) Yu Xuxiu's Comments on Ancient Poetry Teaching and Jiangxi Education, No.11, 1997, p.34
(5) Caring for Lin's Six Steps in Ancient Poetry Teaching. No.6 p.35-36
(7) Hong Houhuo's Application of Expansion Method in Ancient Poetry Teaching, Jiangxi Education, No.6, 2xx, p.37
(8) Xiang Xiaohong's Ancient Poetry Teaching and Aesthetic Education, Hunan Education, No.5, 1997, p.26-28
P> (1) Cao Yunfang's Reciting Entry, Moving Appearance and Activating Association-Three Topics on Aesthetic Teaching of Ancient Poetry, Henan Education, No.1, 1995, p17-18
(11) Zhang Di's On Poetry Teaching in Primary Chinese, Ningxia Education, No.7-8, P37-38 < P >.