Strategies for classroom teaching of ancient poetry in primary schools

1. What are the teaching strategies for ancient Chinese poetry in primary schools?

Research on teaching strategies for ancient Chinese poetry in primary schools. The "New Curriculum Standards" require students in grades 1-6 to recite no less than 100 excellent poems. With the model of "song-by-song teaching" and "circle-by-circle teaching", resources are integrated and the theme is condensed, students can become emotional while grasping the basic points.

When the author was teaching "Gift to Wang Lun", he first played the famous song "Farewell" , and then guide students to recall several farewell poems they have read or learned, so that students can have a general understanding of the similarities and differences. ", the main theme of "Farewell" is like a clear spring flowing in the hearts of children, stimulating their emotions.

2. Grasp works with the same theme: Using the theme as a bridge can drive the development of works with the same theme and different themes. In the study of poetry, for example, after the teacher led the students to study Liu Zongyuan's "Snow on the River", he showed Wang Shizhen's "Picture of Fishing Alone on the Autumn River" and asked for self-study: What kind of picture does this poem outline for us? How does the author feel? I hope you can use the method you learned in the previous poem to understand this poem yourself. Students can easily find that the two poems have the same location, the same characters, and the same events. The moods are different, one is depressed, the other is contented.

The former poem has a kind of "arrogance", and the latter poem has a kind of "dominance". At this time, some background materials are interspersed. "Jiang Xue" was written when Liu Zongyuan was in exile in Yongzhou and was frustrated in the officialdom, while Wang Shizhen was successful in his official career and served as Minister of the Ministry of Justice at that time. In this way, students are allowed to compare reading, and students "mobilize their original knowledge and experience to encode and construct new information." own understanding. ”

In comparative reading, it not only expands students’ horizons, but also allows students to learn to compare and understand the humanistic connotation of the works more deeply, which serves multiple purposes. 3. Extend the works of the same poet : The purpose of this is to firstly increase students' sensitivity to different language styles; secondly to deepen students' understanding of the text content and grasp of the author's writing style.

For example, study 160 in-class classics. It also lists 70 "Recommended Recitations of Ancient Poems" in the appendix, and also adds many excellent poems, which makes the majority of Chinese language educators fully aware of the importance of teaching ancient poems. However, in the specific teaching process, many teachers fail. Eager for success, the teaching is blind and random, leading to the following misunderstandings: First, the teacher recites like a heavy rain, without considering the students' cognitive level and acceptance in order to catch up with the progress. Ability, required to recite one piece every day. The second is random questions and answers.

The teacher did not prepare the lesson carefully, and asked a few questions casually during the instruction.

In order to save time, the teacher explains it to the end, leaving no time for students to learn and think independently.

These methods only satisfy the task if the teacher just tells the students the general idea of ??the poem. Due to the unblocking of semantics and the accumulation of poems, it is difficult for students to fundamentally understand the most beautiful emotions of poetry.

Poetry is the song of life, the embodiment of beauty, and spiritual food worthy of chewing, digesting, and aftertaste by future generations. Reading and appreciation should go beyond the scope of simply exegesis and interpretation of words, enter the realm of semantics and aesthetics, and use the mind to capture the image and realm of poetry.

However, many Chinese language classroom teachings nowadays. Too much emphasis is placed on the quantification, technicality and precision of teaching; teachers still focus on sorting out knowledge points and studying standard answers in lesson preparation; students are still required to adopt the method of "picking out words - understanding the meaning of sentences - summarizing ideas" The third old practice is to analyze and dismember the original verses that are coherent and integrated throughout the ages. This form of teaching inhibits students' creative needs, stifles the spirituality of students' thinking and the vitality of life, and the beauty contained in ancient poems. have been completely wiped out, and students’ interest in learning Chinese has also been deeply affected.

Therefore, I think the following strategies should be followed when teaching ancient Chinese poetry in primary schools: Strategy 1: Integrate resources, and grasp the basic points. Zhongshengqing.

1. Integrate works with the same theme: Among the ancient poems studied in primary school, there are many ancient poems with different authors and different backgrounds, but the emotional themes they express are the same or similar.

Take the theme of "farewell" as an example, there is Li Bai's "Farewell to Wang Lun", which writes that Wang Lun sent off his friends with singing, and Li Bai used the pool to express his friend's deep feelings for him; there is Li Bai's "Farewell to Meng Haoran". "Guangling", Li Bai uses his eyes to see his friends off, and uses the water of the Yangtze River to symbolize the endless love between friends; there is Wang Wei's "Send Yuan Er Envoy to Anxi", in which Wang Wei sends his friends off with wine, expressing his expression through morning rain, green willows and fine wine. Sadness over the passing of a friend. If teachers can change traditions when teaching. 2. How to effectively teach ancient poetry in primary schools

Many teachers are troubled when it comes to teaching ancient poetry in primary schools.

Don’t know where to start? Therefore, the teaching of ancient poetry inevitably leads to many misunderstandings, which makes students' mastery of ancient poetry deviate from the channel. The specific manifestations are as follows: 1. Teachers are only responsible for "teaching" and do not pay attention to "teaching". Chinese teachers who want to save trouble often adopt a "cramming" teaching model and force students to accept the learning methods that have been arranged by the teacher in class, such as copying. "Standard" poetry translations and the author's thoughts and feelings, "duck-style" recitation of the full text, etc.

Through rote memorization, students finally "assisted" teachers in completing the "teaching" task. Students did not enjoy the joy of the learning process, and teachers also completely ignored the optimization of teaching methods and the improvement of students' dominant status. Reflection and other issues. 2. Students only focus on “reading skills” and do not pay attention to “reading skills”. After students have cleared the obstacles of words and can read poems fluently, they are often complacent and think that they have “reading skills”.

But they ignored key issues such as the rhythm and rhyme of poetry, which are precisely the essence and most important of poetry. 3. Students can only "recite" and do not pay attention to "reciting". It is rare to see students in Chinese classes being able to recite ancient poems without emotion. Students are always proud of being able to recite poems in one go. Faced with this I am vaguely worried about the students, worrying about how they will have time to think, feel, and taste.

It is not unreasonable for the ancients to "recite poems". In the process of "reciting", one can fully appreciate the advantages and disadvantages of words, think about many issues such as the creation of situations and the expression of emotions, and make oneself The ability to control language has been improved through "reciting". Isn't it sad that such an excellent training method is not taken seriously and is almost extinct now? So, how should we correctly grasp the teaching of ancient poetry in primary schools? I think we must first correctly interpret the requirements of the new curriculum standards for primary school students to master ancient poetry. The new curriculum standards clearly state that primary school students must be able to recite more than 160 pieces (paragraphs) of excellent poetry (50 pieces for lower grades; 50 pieces for middle grades; 60 pieces for senior grades). This is a requirement for primary school students to master the number of ancient poems.

Recite simple ancient poems to expand your imagination, gain preliminary emotional experience, and feel the beauty of language; recite poems to experience emotions and comprehend the content; recite poems to appreciate the content and content of the work through the tone and rhythm of the poem. Emotion; 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 standards can be summarized into three skills: the ability to read, the ability to memorize, and the ability to comprehend.

Secondly, teach students in accordance with their aptitude. 1. Repeat chanting to create a situation that inspires enthusiasm and sense of responsibility for exploring problems. Chinese language and literature emphasizes aesthetics, experience, perception, and intuition, reflecting the unique psychological structure and thinking of the Han nation. Way. Qian Liqun said: "Traditional Chinese culture is fundamentally a culture of perception, which is different from Western culture that is more analytical."

Chinese classical poetry composed of square characters has always been filled with a sense of A unique and everlasting spiritual charm. Spirituality is a fresh spirit of classical poetry, so it is not enough to enter its realm, gain its spirit, and appreciate its rhyme without reciting its connotations.

"Those who touch people's hearts must first start with feelings, never start with words, and never start with meaning." Under the guidance of teachers, students recite the words orally, chew and comprehend, feel excited, and nourish the body and mind. , cultivate the soul, cast the pillar of personality, and accumulate the driving force of spirit.

Teaching classical poetry requires passion, intoxication, and discovery. Chanting Hanyong creates an intoxicating and passionate learning situation, prompts a profound dialogue between the subject and the leader, the work and the reader, and inspires students' enthusiasm and sense of responsibility for exploration.

Poetry is enough to nourish the heart. Poetry teaching should have more recital and less pedantic exegetical analysis; more edifying happiness and less seriousness; more experience of connecting with oneself and less excavation of small talk and big ideas.

2. Inspire association and imagination, and carry out a dialogue between the poetic text and the soul of life. Chinese classical poetry is rich in meaning, and its value is implicit. It has ups and downs in time and space, jumping and jumping. Without association and imagination, one cannot understand its artistic conception and interest. . "The spring breeze turns green on the south bank of the river", "The red apricot branches are full of spring", "The clouds break through the moon and the flowers make shadows", each word is romantic and full of realms.

Teachers must inspire students to use association and imagination to reproduce the clear spring river, green willows and pink flowers, bees and butterflies flying, warblers flying and birds singing, or the shadow of the moon rising, the wind blowing, the flowers moving, and the shy and funny scenes. Understand the profound meaning and implicit emotions of the poems, gain the pleasure of reading and appreciation and the satisfaction of secondary creation. Ancient poems are steeped in the aesthetic taste of the Han nation. They often use scenes to express emotions, describe objects with objects, chant history to express interest, and express feelings about events. They also often use expression techniques such as contrast and rendering, the interplay of virtual and real, the interaction of movement and stillness, and anthropomorphic metaphors. These are more necessary and more important. It can cultivate students' ability of association and imagination.

"Thousands of birds have disappeared, and thousands of people have disappeared. A lone boat and a man with a coir raincoat fishing alone in the snow in the cold river."

Readers can only look at the vast world and imagine the snow falling all over the sky. Only with a lonely boat, a fishing pole and a lonely old man against the desolate background of thousands of white mountains can we walk into the depths of a lonely and resentful soul who has been hit hard and ups and downs in the official world. place, realizing a soul dialogue that spans thousands of years. Association and imagination can better guide their appreciation and creative spirit in poetry performance, an important form of extracurricular activities for poetry learning.

The teacher’s explanation cannot replace the students’ association and imagination, and it is impossible for the students to enter the artistic conception of poetry and the poet’s world through the teacher’s association and imagination. Only when students engage in associative imagination inspired by teachers can they realize the dialogue between readers and texts, and ultimately realize the construction of meaning.

The process of readers reading is a process of dialogue with the life hidden behind the text with all their life experience, life emotions and life consciousness. It is a process of realizing the growth and improvement of the reader's self-life. Association and imagination are the catalysts and thoroughfares of this process. 3. A brief discussion on some suggestions for improving the teaching of ancient poetry in primary schools

1. Repeated reading to appreciate the language beauty of ancient poetry Reading is an important way of traditional language learning. “Read a book a hundred times, and its meaning will be self-evident. "See" emphasizes the importance of recitation.

Zhu Xi said in "Xunxue Zhaigui": "When reading, you need to read every word loudly. Don't miss a word, don't miss a word, don't miss a word, don't memorize it far-fetched, just read more. , catchy naturally, and will never be forgotten. "In teaching ancient poetry in lower grades, teachers should pay special attention to cultivating students' reading habits and help students develop a sense of language, understand the content, and improve their reading ability through repeated reading.

When learning an ancient poem for the first time, teachers should ask students to preview it by themselves first, and read the ancient poem aloud correctly and fluently with reference to the pinyin, without making mistakes, losing words, or adding words. This will help improve students' reading ability and also Can consolidate Chinese Pinyin. In class, the teacher can select a few students to read aloud, and let other students be the judges, comment and discuss to see who reads the best and what problems exist when reading aloud.

Teachers should demonstrate reading for students in an emotional and emotional manner, and ask students to follow along, pay attention to the pauses and rhythms of ancient poems, read out the emotions, and read out the beauty of rhythm in ancient poems. Teachers can also organize students to hold reading competitions through group reading, reading with music, etc., to mobilize students' enthusiasm for participation.

2. Learn to appreciate and understand the profound artistic conception of ancient poetry. When studying ancient poetry, teachers should use a variety of methods to help students perceive and understand the profound artistic conception of ancient poetry. Only this way of learning will make students deeply fall in love with Chinese. This basic subject further cultivates students' awareness of independent inquiry and learning. 1. Use illustrations skillfully to feel the situation.

When teaching "Mountain Journey", teachers can guide students to observe the illustrations in the book. On the winding mountain road, a carriage is parked by the roadside, and the poet is sitting on a stone by the roadside, admiring Maple leaves all over the mountains and plains. Let students deepen their understanding of ancient poetry through illustrations.

2. Parse the language into the situation. When teaching the ancient poem "Boancing at Guazhou", the word "green" in the third sentence "The spring breeze is green again on the south bank of the river" allows students to understand that "green" is used as a verb here, which makes people's eyes brighten and feel spring. breath.

The word "green" is the finishing touch of the whole poem, which makes the poem more stunning and has the color feeling of spring, as if the spring breeze blows and the south of the Yangtze River begins to turn green. 3. Use multimedia to delve deeper into the situation.

When teaching the ancient poem "Ascend the Stork Tower", you can use multimedia to display photos of the Stork Tower, accompanied by brisk music, so that students can watch the Stork Tower and the surrounding scenery, and imagine themselves Standing on the Stork Tower, the rolling Yellow River flows into the distance under the setting sun. Seeing such a magnificent scenery, what do you want to say? At the same time, I downloaded a video about the Stork Tower from the Internet for students to watch. Through the media explanation, the students learned a lot of information that was not in the textbooks, expanded the students' horizons, and learned more about the praises of the Stork Tower by ancient literati. word. Through multimedia presentations, students can deepen their understanding of poetry and better understand the profound artistic conception of poetry.

3. Don’t ask for deep explanations, but feel the emotions of ancient poems. In the process of primary school Chinese teaching, many of our teachers often provide students with standard translations of ancient poems and require students to memorize and recite the explanations. In fact, the teaching of ancient poetry does not require a deep 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 sentences in ancient poetry are just for the pursuit of rhythmic beauty, such as rhyme, parallelism, falsehood, inversion, antithesis, etc. in ancient poetry. If teachers have to translate ancient poems into modern texts, it will be very awkward.

In teaching ancient poetry, it is enough to let students perceive the general meaning. There is no need to translate word for word. For example, "Poor on the third night of September" in "Dusk River Song", the meaning of "poor" here is obviously different from "poor" in modern literature, but it means "lovely".

Only in this way can we connect it with "the dew is like pearls and the moon is like a bow". It turns out that the crystal clear dewdrops under the moonlight are like lovely pearls emitting charming light. Only by allowing students to understand by themselves, rather than standard translations, can they better appreciate the poet's emotions and the subtlety of his words.

In short, when learning traditional Chinese cultural classics, we should choose scientific teaching methods according to the age characteristics of primary school students, focus on recitation and comprehension, so that students can learn happily and stimulate primary school students' appreciation of ancient poetry. The good impression made the teaching of ancient poetry full of vitality. 4. How to teach ancient poems and essays in primary schools

In the vast traditional culture of our country, ancient poems and essays with different styles and splendidness are like bright and pure pearls in the ocean, noble. Elegant and dazzling, it touches people's hearts and touches the readers' joy and sorrow.

Reading teaching plays an irreplaceable role in the teaching of ancient poetry. I think the classroom reading teaching of ancient poetry can start from the following aspects: 1. Create situations, create atmosphere, and lead students into specific situations corresponding to the poetry creation and the ancient poetry being read, which can help students quickly enter the atmosphere of the works they are reading. It allows students to have an accurate first impression of the work more intuitively and perceptually.

The creation of specific situations is often suggestive and suggestive. It is an effective way to allow students to get to the core of the work. This method is used in teaching and has better results.

When teaching "Return and Return", the author first played music with a pastoral atmosphere accompanied by the sound of birdsong and water as the background, and then used the melodious and sweet sounds of birdsong and the melodious music.

This sound comes from nature, as if people are in the wonderful embrace of nature that makes people forget everything. Introduce topics based on natural beauty and express emotions, and then read and review aloud to express through natural beauty. The passage describing the moonlight lotus leaves in Zhu Ziqing's "Moonlight over the Lotus Pond" is connected with Wang Wei's "Mountain Dwelling in Autumn", which also has the same image of moonlight lotus leaves. Then Tao Yuanming is introduced to Tao Yuanming by saying that "Mountain Dwelling in Autumn" is a paradise. Here comes Tao Yuanming. At this time, if we teach the recitation and appreciation of natural beauty in "The Return of the Return", the students' understanding of the emotions expressed will become logical, which is all due to the creation of the situation.

Moreover, when creating a specific atmosphere, paying attention to putting a single poem into the larger background of the same scene and situation can enable students to understand more comprehensively and deeply, and their feelings will be Deeper. 2. Appreciate the object images, understand the artistic conception, and delve into the author's emotional world. When appreciating poetry, you should first grasp the object images, taste the characteristics of the object images, and the emotions contained in the objects.

For example, Zhang Kejiu's "Qingjiang Yin·Autumn Huai": A letter from the west wind came thousands of miles home and asked me when I would return? Geese crow in the sky with red leaves, people are intoxicated in the field of yellow flowers, and banana rain sounds in autumn dreams. It is not difficult for us to find out the objects: west wind, northern wild geese, red leaves, yellow flowers, bananas, and the sound of rain.

These objects can be summed up as desolate and desolate scenery features. Through the scenery features, we can get a glimpse of the author's melancholy because of his failure to achieve fame. Artistic conception is created through artistic combination of poetic images.

The images of poetry are combined into life scenes. Through this life scene, it may be expressed as joy or sadness; The scenery expresses the poet's complex emotions of long-term wandering, old age, illness and loneliness. It is impassioned and touching. If you don't read it, you can't appreciate its melancholy emotions.

The endless falling trees rustle and the endless Yangtze River rolls by. The weeping and rustling falling trees, the rolling and roaring Yangtze River, a magnificent, melancholy and desolate picture will appear in your mind when you read it. How can you not stop feeling that time is fleeting and ambitions are hard to achieve? From the bottom of my heart! 3. Teaching methods, strengthening training, and cultivating students' reading ability. When instructing students to read, they should be taught some specific reading methods in a timely manner.

For example, in terms of tone strength, the head of the sentence should be strengthened for sentences that express tragedy, joy, rebuke, or generosity; the tail of the sentence for sentences that express injustice, enthusiasm, or conviction should be strengthened; For solemn, satisfying or beautiful sentences, the middle part of the sentence should be strengthened. In terms of rhythm, sentences that contain solemnity, awe, caution, melancholy, sadness, kindness, doubt, etc. should be read slowly; sentences that contain happiness, conviction, anger, consternation, terror, resentment, etc. should be read urgently. .

Ye Shengtao said: These rules should contain the meaning and emotion expressed in the words, so reciting them according to the rules is most consistent with the nature of language. At the same time, in classroom teaching, the forms of reading should be varied, and methods such as scattered reading, collective reading, named reading, role-based reading, and performance reading can be used alternately.

In addition, in order to stimulate students' passion for reading, reading competitions can also be organized. In short, in the process of teaching recitation of ancient poems and essays, we must regularly provide special guidance to students, teach them methods, and strengthen training so that students can form a culture and habit of daring and being willing to recite loudly and emotionally, thereby cultivating Students' reading ability enables students to truly learn to read.

4. Questioning and solving problems, appreciating and evaluating, and stimulating students’ creative thinking. Whether it is using various methods to introduce specific situations to enhance the reading effect, or reciting and performing works with passion, its ultimate goal is to achieve students’ and The works resonate with each other, provide in-depth experience and insights, question and solve problems, thereby achieving a profound understanding of appreciation and evaluation, allowing students to reveal their unique insights and make their unique discoveries public. This link is the most glorious highlight of the entire reading class and the climax of reading teaching.

When the author was teaching "Pipa Xing", after building a channel to the minds of students and the author through reading and understanding, the students' curiosity and creative thinking were stimulated: What is the purpose of describing wonderful music? effect? Is the description of the third moon redundant? How is the sadness of poetry expressed layer by layer? Everyone was bickering and arguing fiercely, and sparks of wisdom burst out everywhere. The question becomes clearer and the understanding becomes deeper. At this time, we grasp the complex and tortuous emotions contained in the wonderful musical description of this paragraph, and connect the revelation of the mystery of Pipa Girl's life experience, and the poet's story of being a fallen person in the end of the world. My heart was touched, and the theme of the work suddenly became clear.

At this time, the different functions of describing the scenery of the three moons and the purpose of using the scene blending technique all became clear to the students during the debate, appreciation and recitation. At this time, I read again. The understanding of the content of the work, the grasp of emotions, and the perception of the characters are all sublimated in the sound of the reading.

The explicit effect of reciting ancient poetry is easily taken seriously by people, but in fact it is more important and more long-term for students’ implicit education. Along with the learning, elaboration and application of language and characters, students' ideological sentiments and aesthetic tastes are subtly nurtured. Students invisibly improve their humanistic qualities, establish a correct outlook on life and values, and cultivate a perfect personality.

As Wei Shusheng said, from thoughts to behaviors, from behaviors to habits, and from habits to destiny.