How to combine reading and writing in the teaching of ancient poetry in senior high school

Ancient poetry is the product of China's specific cultural background, an article written in classical Chinese, the most important historical and cultural heritage of China and the source of modern Chinese. Learning ancient poems well plays an extremely important role in understanding and inheriting the ancient culture of China and learning modern Chinese well. Ancient poetry teaching is an important part of Chinese teaching in middle schools. A considerable number of ancient poems have been selected in middle school Chinese textbooks: the number of selected poems in high school textbooks has exceeded 1/3, and more than 70 ancient poems have been selected in junior high school textbooks (Jiangsu Education Edition). In the teaching of ancient poetry, we often make such mistakes: First, we speak sentence by sentence. In order to cope with the dictation questions in the college entrance examination, students are only required to be familiar with reading and reciting, with "reading" but not "writing"; Second, simple "reading" plus "writing" is manifested in the form that "reading" precedes "writing", emphasizing "reading" while ignoring "writing". In fact, "reading" includes understanding, accumulation, emotion and promotion in reading, which is the basis of writing. "Writing" means on the basis of repeated reading, feeling and feeling the beauty of poetry, or exerting imagination, or making students master the steps and methods to solve various problems in reading and appreciating ancient poetry, so as to solve a problem and know a method; Take one course and pass one. After long-term systematic training in reading, appreciating and reading ancient poems, students cultivate their ability to read and appreciate ancient poems, use ancient poems and transfer them, so as to cope with them calmly and get high marks. In the teaching of ancient poetry, only the combination of "reading" and "writing" can achieve the goal of combining literature and Taoism. If "reading" and "writing" are separated, the true flavor of ancient poetry teaching will be lost.

How to solve the phenomenon of separation of reading and writing? The author believes that the teaching of ancient poetry should be based on the teaching of "reading" and combined with the requirements of "writing", so that the taste of ancient poetry teaching will be pure and the best teaching and educating effect will be obtained. Effective combination of "reading" and "writing" requires the following aspects.

First, read aloud.

Reading is the first thing in reading ancient Chinese. Reading ancient poetry helps students appreciate the beautiful artistic conception of ancient poetry, understand and appreciate the author's thoughts and feelings, and accept the influence of art. In the teaching of ancient poetry, if there is no sound of reading aloud, then the teacher will become the executioner who kills the life of Chinese teaching.

The excellent ancient poems of different periods and schools selected in Chinese textbooks for middle schools are the cultural essence that still shines after thousands of years of accumulation. These masterpieces are good examples of cultivating and training students to read and appreciate ancient poems, which deserve our serious appreciation. In the primary stage of appreciation of ancient poetry, the teaching of reading methods is particularly important, which is also a key point in the teaching of ancient poetry. Ancient poetry is a musical language art, so it is necessary for teachers to introduce the rhythm and rhythm of ancient poetry to students. For example, the rhythm of poetry has a lot to do with sentence patterns. Generally, four sentences are two beats ("222" style), five sentences are three beats ("221" style) and seven sentences are four beats ("2221" style), such as "July/Naked, Purple/Child Gun" (Qin Feng? Without clothes), "Boundless/falling wood/rustling/falling, endless/Yangtze River/rolling/coming" (Up the Mountain). However, rhythm can not be divided only by sentence patterns, but also by the expression of meaning. For example, the rhythm of these two sentences should be "two, one, two"; The rhythm of "thinking/walking/travelling a thousand miles/billowing smoke" (Liu Yong's Lin Yuling) should be "122". This situation is more in words. About rhyme, we should guide students to pay attention to the influence of different rhymes on the content and experience the aesthetic effect of different rhymes. For example, the "n" in Li Shangyin's "Jinse" rhymes with the words "immortal, thoughtful, sincere, beautiful and natural", showing confusion, distance and depth, and conveying a dreamlike atmosphere. Therefore, in the teaching of ancient poetry, it is necessary for teachers to introduce the rhythm and rhythm of poetry to students, so that students can master the rhythm and rhythm of poetry, and then ask students to read the feelings of poetry and help them understand poetry.

Second, enjoy reading.

The textbook of the new curriculum standard clearly puts forward: "Poetry appreciation should focus on analyzing images, savoring language, giving full play to imagination and feeling the true feelings of works on the basis of repeated reading." It can be seen that reading appreciation can make the teaching of ancient poetry present a strong China flavor.

First, realize the meaning in reading. Read a book a hundred times, and its meaning will show itself. Among the methods we teach students to preview, there are requirements for reading ancient poems well and smoothly. Students understand the main idea of the text in repeated reading, laying a foundation for further study of the text. Our lovely classmates describe the feelings of this process in Chinese writing practice like this: the first time you read a poem, you probably know its will; After reading it for the second time, I first understood the meaning of the text and felt that the ancients had some flavor; After careful guidance from the Chinese teacher, I can't wait to have a good time! For example, reading Tao Yuanming's Return to the Garden, with plain language, makes students feel the leisurely pastoral life and happy mood after the poet resigned and retired, and feels Tao Yuanming's noble hermit feelings. Another example is reading the folk song "Peacock Flying Southeast" in the ancient Yuefu. In the dialogue with distinctive characters, I felt the loyalty of Liu Lanzhi and Jiao Zhongqing to love, and felt the sin of feudal patriarchal clan system and feudal ethics destroying the happy life of young men and women.

Second, accumulate in reading. Reading on the basis of understanding is very helpful for students to accumulate. Accumulation is an effective means to harvest Chinese flavor. Students have accumulated classic vocabulary, classical Chinese sense, cultural wisdom, humanistic feelings and China details in reading. Under normal circumstances, students can read it repeatedly, and when they are familiar with it, they inadvertently give up the textbook, so as to read it with relish and achieve the purpose of memory accumulation. We firmly believe that the expressive technique of blending scenes and scenes in students' exercises, the occasional use of quotations and famous sentences are the sense of language cultivated in reading and the accumulated taste of Chinese.

Third, appreciate the feelings in reading. The reading sound in Chinese class is rich and colorful. One of the most obvious is the understanding of the beautiful feelings of human beings. Read Feng Wei? In order to protect themselves, students use their own voices to convey the happiness of the protagonist's love, the pain of marriage and the power of rejection, and soon read out the rich feelings of human beings? After reading Li Bai's Difficult to Walk, I felt disappointment and hope in the ups and downs of poetry. Don't I also understand the inner pain and emotional excitement of the poet "I throw away my food bar and cup, I can't eat or drink, I pull out my dagger, and I peep in four directions in vain"? Don't you feel the confidence and foresight of Li Bai's "One day, I will ride the wind and waves, and set my cloudy sail straight and bridge the deep, deep sea"? Reading Fu on the Red Wall, we can feel the author's inner feelings, faint negativity, full of grief and indignation, positive attitude towards joining the WTO, etc ... What a happy thing it is for students to experience the author's rich inner world and communicate with ancient sages.

Fourth, upgrade in reading. The case here is the case of personality. Chinese teaching has the educational effect of leaving no trace and not infecting people. Students are influenced by good sentiments in Lang Lang's reading, enriching their spiritual world and improving their character. Reading history makes one wise, and reading poetry makes one wise. Walking into the classics, into the heart of the text and into the author's spiritual world is the pride of the classroom full of Chinese flavor. The reading of Li Sao is influenced by Qu Yuan's spirit, which cultivates students' determination and perseverance in pursuing truth. Reading "The Book with Zhu" is influenced by the natural landscape, which stimulates the passion of loving nature and life ... Chinese class, reading appreciation, edifying body and mind, accumulating ancient cultural heritage, cultivating students' noble sentiment of loving the motherland culture, and improving Chinese literacy and life quality.

Third, use your imagination to rewrite poems into vernacular poems or short stories.

The combination of reading and writing in the teaching of ancient poetry is different from the general composition. It depends on reading to some extent, is the extension of reading, is the expression of reading results, and is the expression of opinions, thoughts and feelings generated in the process of reading. In the teaching of ancient poetry, students learn to appreciate poetry from the language and images of poetry through reading and appreciation, and repeatedly perceive and feel the beauty of poetry. If we only stay on the understanding of the text, students will easily lose interest in further appreciating poetry. Therefore, teachers should carefully create problem situations according to the characteristics of teaching materials, so that students can explore and discover the charm of the text in the process of appreciation. The content of writing is rich and colorful, which varies from article to article. In specific teaching, the following combination forms can be adopted:

Artistic rewriting, tempering language-for example, when teaching Peacock Flying Southeast, let students choose a poem or fragment that they are interested in, write a paragraph or a story, describe the artistic conception of the poem in prose-like language, and interpret the emotion of the poem. Such as teaching "hurricane?" Quiet girl ",let students play their imagination, innovate on the basis of the original poem, and put the" peak "? Jingnv was rewritten into vernacular poems or short stories, and then published on the class blog. The whole class shared dozens of different versions of love stories, including pure and beautiful love stories and new funny love stories.

Micro-topic, multi-angle exploration-for example, teach Nian Nujiao to look back on the past at Chibi, and extract the small topic of "free exploration": beauty lies in the combination of motion and static, beauty lies in the choice of words and sentences, beauty lies in the beauty of language and music, beauty sets off in the side, and beauty changes in perspective. . . . . . For example, teaching "lyric at night" can extract the small topic of "free inquiry": from the perspective of the poet's inner monologue, from the perspective of the focal plane, from the perspective of stage setting, and from the perspective of speaking to the poet. . . . . .

The combination of in-class appreciation and out-of-class inquiry makes students' feelings about poetry gradually rise and strengthen, and their understanding of poetry will go from shallow to deep, from initial perception to in-depth understanding, and then they will have their own subjective and personalized aesthetic comprehension of poetry language and images, or they will have a sense of pleasure from their interest in poetry gained from association and imagination, and it is easy to gradually develop a good habit of reading poetry.

Fourthly, take teaching materials as an example to cultivate and improve students' ability to read and appreciate poetry.

Since 2002, the reading appreciation of ancient poems in college entrance examination has put forward higher requirements for candidates' reading appreciation ability and writing expression ability. In order to improve students' ancient poetry literacy and ability to answer questions, teachers must make good use of outstanding ancient poetry of different schools in different periods selected into middle school Chinese textbooks. These elite cultures, after thousands of years of accumulation, are still shining, and they are good examples for cultivating and training students to read and appreciate ancient poems, which deserve our serious appreciation. As the great educator Mr. Ye Shengtao said, "Literature is just an example", reading and writing should be combined in the teaching of ancient poetry, and students' reading ability, appreciation ability, application ability and transfer ability should be cultivated purposefully, pertinently and systematically. In the teaching of ancient poetry, only by giving students examples can we guide the reading and appreciation of similar texts.

The author has participated in the marking of Chinese in the college entrance examination, and learned that many candidates can roughly understand the general idea of poetry, but they still can't get high marks, mainly because there is something wrong with accurately expressing this link. Many candidates can't express their answers fluently and logically when regrouping important content information. Therefore, if candidates want to achieve good results in the reading and appreciation of ancient poems and improve the hit rate of correct answers, they must combine reading and writing in the usual teaching of ancient poems, organically infiltrate the test sites related to reading and appreciation of ancient poems in the college entrance examination syllabus into the teaching of ancient poems, and put common reading and appreciation questions of ancient poems into the examination methods, thinking angles and answering steps. Infiltrate the relevant terms of answering questions into the teaching of ancient poetry, so that students can master the steps and methods of solving various questions skillfully, so as to know one problem and one method; Learn one, pass one, and bypass the so-called analogy. However, only when teachers create problem situations, let students think and then express them orally, the training effect will be discounted. Students must be asked to express their thoughts in words, not to be lazy, to practice and summarize more, and to improve their ability of accurate expression. Leading students to improve their ability through intensive training, students can only talk but not practice. After long-term systematic training in reading, appreciating and reading ancient poems, students cultivate their ability to read and appreciate ancient poems, use ancient poems and transfer them, so as to cope with them calmly and get high marks.

For example, when teaching "Returning to the Garden", because the content of poetry is relatively simple, students basically understand the content of poetry after reading it, so I focus on cultivating students' ability to read and appreciate ancient poems. For example, I ask two questions: first, what is the metaphor of "dust net" and what are the benefits of this metaphor? What kind of emotion did the poet show? (Mingming: Dust Net is a metaphor for officialdom life, which turns abstraction into concreteness and vividly shows the poet's extreme aversion to officialdom life.) Second, the word "mistake" is well used, please briefly analyze it. Obviously, being an official is not a poet's nature, but a big mistake, which shows that the poet deeply blames himself. The setting of these questions not only guides students to deeply understand the poet's noble ideal and firm pursuit of life, but also examines the hot spots in the reading and appreciation of ancient poetry in the college entrance examination: the application of artistic expression techniques of poetry and the questions of refining words. I ask students to write their answers in their exercise books in class and complete the answers to these two questions within 8 minutes. Then use multimedia to project some students' answers, and make collective comments according to the application of expression and the requirements of refining fonts. In the teaching of ancient poetry, reading and writing are combined to make students understand the content of poetry and cultivate their ability to read, appreciate poetry and express words.

It should be noted that although the text can be used as a carrier of reading and writing, its main aspect is reading. Therefore, the determination of the combination of reading and writing should not only be carefully set according to the characteristics of teaching materials, but also coincide with the hot topics in the reading and appreciation of ancient poems in the college entrance examination, so as to complement each other and give full play to the overall benefits. In addition, there should not be too many types of reading and appreciation questions for ancient poems in each class, so we should make bold choices and strive to let students learn something in each class. For example, if I teach Slow Voice, I will focus on examining students' "what are the benefits of using overlapping words"; For example, when I teach "Looking Back at the Gubei Pavilion in Jingkou", I will focus on examining students' "what are the benefits of using allusions"; For example, when teaching "Returning to the Garden", I focused on examining students' "what are the benefits of combining static and dynamic, and combining far and near to write landscapes".

Reading and writing are a pair of contradictory unity and twin sisters. It is because of this relationship that reading and writing are combined. However, the relationship between the two should be handled well and there should be no conflict. First, writing can't affect reading, but should promote reading in order to read better. Second, the two should complement each other.

The combination of reading and writing in the teaching of ancient poetry explores an effective way for every student to learn Chinese, because it directly touches on the two key points of Chinese teaching, and long-term training will be effective after a long period of time; The combination of reading and writing provides a bridge for every teacher. Teachers give lectures carefully, each showing his abilities and achieving fruitful results. In a word, the combination of reading and writing is the most natural and affordable way of language practice in ancient poetry teaching, and it is also the highlight of Chinese classroom teaching in middle schools. Only with concise teaching objectives, simple teaching contents, simplified teaching links and simple teaching methods can we achieve a true, pure, practical and vivid teaching realm; Strive to realize the teaching idea of "simply teaching Chinese, being a student completely, and pursuing development in a down-to-earth manner". Avenue to Jane. Simply teaching Chinese is really not simple, and it needs our unremitting efforts to explore.