How to implement the new curriculum standard concept in ancient poetry teaching

Ancient poetry accounts for a large proportion of the teaching content of primary school textbooks and plays an important role in cultivating students' humanistic qualities and emotions. As a teacher in the new era, it is our unshirkable responsibility to let students feel the charm of ancient poetry in a relaxed, happy and natural way. The penetration and implementation of new curriculum concepts have put forward higher requirements for us. So what principles should generally be followed when teaching ancient poetry in primary school Chinese courses? Let’s talk about my specific practices in actual teaching based on my own teaching cases.

1. The principle of focusing on reading and memorizing

The new curriculum standard stipulates: "Recite ancient poems and consciously improve your appreciation and appreciation in the process of accumulation, perception and application. Aesthetic taste. "Reciting classical poetry is a kind of enjoyment, a kind of accumulation, and it is a fusion of soul and poetry. Mr. Yu Pingbo once said: "When the ancients wrote, they were full of emotions and emotions, so the shape was reflected in their works. At that time, sounds and words were derived from emotions. To understand the works of that time, today's readers can only follow the original track and trace back the author's feelings at that time. Today, the emotions can be reproduced by chanting and reciting them in unison. "It can be seen that people's understanding of articles is based on recitation, and reciting the most valuable ancient poems is also a return to traditional intuitive Chinese teaching. Therefore, I believe that the teaching of ancient poetry in primary school Chinese courses should follow the principle of multiple "readings". For example, when reciting the poem "Shepherd Boy", I tried every means to guide the students to fully understand the meaning of each poem, and at the same time, turn the poem into a beautiful landscape painting, and let them draw a colorful painting by themselves, so that they can experience the joy of creation. At the same time, I was influenced by beauty. After the students start drawing, I will guide me to describe the poetic meaning. While the students are imagining, which sentence are they summarizing?

Teacher: Have you seen the vast wilderness and green grass?

Student: I saw it. ...!

Teacher: What does it look like? ?

Health: "The grass spreads across the field for six or seven miles."

Teacher: The evening wind was blowing the wild grass. I hadn’t seen the returning shepherd boy yet, but first I heard the melodious sound of the shepherd boy’s flute coming in the wind. fluttering.

Student: "The flute makes three or four sounds in the evening breeze." (Students rush to answer).

Teacher: It was after dusk when the shepherd boy came back and had a full meal.

Student: "It is after dusk when the shepherd boy returns and has a full meal."

Teacher: What did the shepherd boy do after eating?

Health: "I don't take off my coir raincoat and lie down under the bright moon."

Memorizing more classics, not asking for a deep understanding, but asking for familiarity, is to prepare students with a kind of cultural preparation that can be digested, understood and benefited throughout their lives. Therefore, when carrying out reading activities of ancient poems and essays in primary school, there is no need to conduct comprehensive analysis and explanations, as long as one can initially understand the general idea or the meaning of some famous sayings; however, there is no objection to individual students who have the ability to learn some ancient poems and essays. Do some more in-depth understanding and research. This is the principle of "reading first, not asking for a deep explanation".

2. The principle of step-by-step

It is necessary to consider the different characteristics of students at different levels when teaching ancient poetry in primary school Chinese courses. Use a step-by-step approach from less to more, from shallower to deeper, from easy to difficult. The outline points out: "Students should read fully, have an overall perception while reading, gain insights while reading, develop a sense of language while reading, and be influenced by emotions while reading." Students can experience and taste the scenes described in this ancient poem during reading Really feel, develop students' reading ability and cultivate students' aesthetic ability. For example, when learning the poem "Wanglu Mountain Waterfall", some students have never seen a "waterfall" and do not know the concept of "Chuan" and the meaning of "incense burner" , therefore, when learning the first two sentences of this poem, the teacher needs to explain the words and dictate the main idea of ??the whole sentence. After the difficult points are solved and the meaning of the sentence is roughly understood, students can then be asked to read three or four sentences to themselves, and use a report to check the effect of self-reading and self-enlightenment, and provide guidance if necessary. This is a method of half "support" and half "release", first "support" and then "release". .

We mentioned earlier that we need to downplay the explanation and analysis in poetry teaching. This does not mean that we should not teach it at all. Moderate "talking" is still necessary, because without the help of teachers, it is impossible for students to recite effectively. The key to the problem is to grasp the word "degree". From "support" to "release", first "support" and then "release", we must follow the principle of step-by-step so that our teaching can achieve better results. .

3. Principles of creating scenes

Poetry expresses the poet's emotions, and the emotions must form an artistic conception through images, and then express them with the help of language and words. Therefore, poetry pays great attention to image description. This is the saying that "there is painting in poetry, and there is poetry in painting". If teachers can connect abstract and condensed language with concrete images and objects, and turn the "images" in ancient poems into multimedia courseware that can act on vision, students' interest can be improved and students can quickly enter the realm of poetry. Another example is the poem "Shepherd Boy" I taught, which contains rich information. The pasture, the sound of the flute, the moonlit night, and the shepherd boy are like a tranquil ink painting, which makes our souls feel peaceful. Through students' reading and understanding, and after teacher-student exchanges, I asked students to use their imagination to describe the scene described in the poem, and also designed questions: If you were a shepherd boy, what would you be thinking about at this moment? It provides rich and vivid visual information for students' imaginative activities, and students can easily step into the artistic conception of the poem.

Four. The principle of independent learning

The "Chinese Curriculum Standards" states: "Students are the main subjects of learning and development. Chinese courses must be based on students' physical and mental development and Chinese learning characteristics, paying attention to students' individual differences and different learning needs, cherish students’ curiosity and thirst for knowledge, fully stimulate students’ initiative and enterprising spirit, and advocate independent, cooperative, and inquiry-based learning methods. Chinese teaching should stimulate students’ interest in learning and focus on cultivating students’ awareness and habits of independent learning. Create a good autonomous learning situation for students, respect students’ individual differences, and encourage students to choose their own learning methods.” Therefore, teachers must effectively strengthen the cultivation of students’ independent learning abilities. The role of teachers is to create a good and harmonious classroom teaching atmosphere and activate students' desire for independent learning. It is necessary to provide students with opportunities to think and speak independently, so that students can