2. How teaching and research activities can teach middle school students to learn how to recite, read and think about ancient poems, and create the charm of ancient poems. Ancient poems are a bright pearl in the treasure house of Chinese national culture and art! Starting from the "Book of Songs" , until today, ancient poetry carries the glorious history of the Chinese nation with its extensive content, profound connotation, and sincere emotions. Ancient poetry is the most precious spiritual wealth given to us by our ancestors. The ancient poems in primary school textbooks are the best of the best. Just a few lines and a few words, but it contains rich philosophy and mellow beauty. The philosophy and beauty in it are accumulation of knowledge that will benefit students throughout their lives. So, how to make students understand the various beauties contained in ancient poems in the teaching of ancient poems in primary schools, so as to cultivate the students' own sentiments? 1. Yin - the beauty of the rhythm of ancient poems Yin, that is, "chanting". When it comes to teaching ancient poetry, I think “chanting” is the first priority. The so-called "chanting" means reciting poetry rhythmically. It is said that "chanting" comes first, which is determined by the specific literary form of ancient poetry. As ancient poetry, its language itself has sound, rhythm, melody, ups and downs, and musicality. Just as Liu Xie pointed out in "Wen Xin Diao Long? Sound Rhythm", "The sound is transferred to the kiss, and the vibration is like jade; the words are lingering in the ears, and they are like pearls." Therefore, if you want to fundamentally understand ancient poetry, you still have to start from The "chant" begins. Of course, at this stage, it is impossible for us to instill knowledge about the rhythm of ancient poetry into students. But we can completely use the method of "chanting" to make ancient poems present their unique rhythmic beauty. Take Cheng Hao's "Spring Comes" as an example. The content of the whole poem is as follows: "The clouds are light and the wind is gentle at noon, and the flowers and willows are passing through the front river. At that time, people did not know the joy of my heart, and they would be said to be idle and imitated." The theme of the whole poem is: through the description of the wind and the beautiful sun The spring scenery expresses the poet's joyful mood during a spring outing, and expresses his praise for spring and his love for nature. If we just let students read and memorize without following any method; or through endless explanations by teachers. I think it is difficult for students to experience the poet's almost childlike joyful mood from ancient poems, let alone enjoy the beauty from poems. But if we teachers guide students to "recite" this poem, I think the effect will be obviously different. First of all, we asked students to divide the rhythm of this poem based on their existing relevant knowledge: the clouds are light/the wind is light/it is nearly noon, and the flowers beside/following the willows/are crossing the Qianchuan. At that time, people did not know how to enjoy themselves, and they would say that they were young people who took leisure time and studied. Then, let the students read it according to their own rhythm, and mark the words that need to be emphasized according to their own understanding: The clouds are light/the wind is light/near noon, and the flowers are beside/willows/willows cross the front. At that time, people did not know how to enjoy themselves, and they would say that they were young people who took leisure time and studied. Finally, let the students mark where they should be raised and where they should be frustrated according to the teacher's model reading, thus forming the "chanting" effect of this poem: The clouds are light/the wind is light/the sky is nearly noon△⌒, and the flowers beside/willows follow. ∥Cross Maekawa △⌒. At that time, people did not know that ∥ was happy in their hearts ⌒↗, and they would say that they were ∕ taking leisure time and learning from young people △↘.
After repeated chanting, the "lightness" of the clouds, the "lightness" of the wind, the fragrance of the flowers, the gracefulness of the green leaves, and a gorgeous, colorful and dazzling spring scene have already appeared in front of the students. Are they in front of your eyes? The high pitch of "Yu Xinle" and the secret joy of "school boy" have long been reflected on the students' little faces that are intoxicated by "chanting"? Students don't understand what sound is. However, under the guidance of the teacher, their "chanting" may be low, high, rapid, or long. This is the best interpretation of the rhythm of ancient poetry. 2. Taste - the beauty of witty sayings in ancient poetry. Taste. The language of ancient poetry itself is a highly generalized language. When it comes to teaching the language of ancient poetry, the first thing is to appreciate the poetic eye. Just as Su Shi, the great writer of the Northern Song Dynasty, said, "The heavenly work suddenly turns away, and the poetic eye becomes more and more skillful." When writing poems, the ancients paid most attention to word refinement and always searched for the most appropriate words. Words are put into poetry. We can get a glimpse of this from Jia Dao's "examination". The second is to appreciate good sentences. There are many sentences in ancient poetry that are evocative of a lifetime. These sentences may inspire people or provide them with beautiful enjoyment. Faced with such exquisite words and phrases, how can we make students feel the ingenuity in them? It must be said that guiding students to savor them carefully is a very good way. If you "appreciate" it with your heart, the witty sayings of ancient poems will be revealed before your eyes. When teaching Bai Juyi's "Ode to the Dusk River", this is how I guide students to "appreciate" the witty lines in the poem. Teacher: Please read the first and second sentences of the ancient poem. Born: A ray of setting sun spreads over the water, half of the river is rustling and half of the river is red. Teacher: Can anyone tell me what these two sentences describe? Student: It describes the afterglow of the setting sun shining on the calm river. Half of the river is green and half is red. Teacher: Is it "photography"? Student: It is "spreading" on the river. Teacher: Everyone is looking at it very carefully, but why did Bai Juyi not use "zhao" but "pu"? (The student was speechless for a moment) Teacher: It doesn't matter, let's read these two sentences carefully. Note that when reading the word "Pu", we should all read it slowly and gently and reflect on it. Let this word ring in your ears, now in front of your eyes, and melt in your heart. (Sheng started reading poetry again.) Student: I think the sun must be sticking to the river at this time, so the author used the word "Pu". Student: I think the word "Pu" is used very well. The word "Pu" can "move" the scene of the sunset shining on the river. Student: I also think the author's use of the word "Pu" is very appropriate. When I read this word, I seemed to see the red sunshine rolling slowly from the other end of the river to the other end of the river. Student: When I read the word "Pu", I felt how beautiful the sunset was. It gently covered the river with a layer of red and green clothes. It was so considerate; it also made me know that autumn not only brings abundant harvest fruits. , and even more beautiful sunset. Student: When I unfolded the word "Pu" to look at the river, the river was flowing slowly, and the sparkling lights on the river were flashing. The red and green came into view. What a beautiful sight. The surface of the river is "half river and half river red"! Teacher: Yes! What a beautiful scenery! The word "Pu" is used in many images. When we all read this word, we will feel an indescribable kindness and peace in our hearts. This is the softness of the autumn sunset, and this is also the charm of the autumn sunset. Let us read two more sentences.
3. Compulsory Course 4 How to Appreciate Song Poetry Related Teaching and Research Activities The so-called "knowing people and analyzing the world" method of poetry appreciation means that when learning poetry, you should connect it with the background of the era when the poetry was created, the life experience and thoughts of the poet's author Analyze and appreciate poetry from aspects such as situation and creative intention. An excellent poet and lyricist's poems are always marked by the times, and his personal experiences and ideological conditions are always reflected in his works. For example, Lu You's "Bu Suanzi·Yong Mei": "Beside the broken bridge outside the post, I feel lonely and helpless. Lord. It’s already dusk and I’m alone in the wind and rain. I don’t want to fight for the spring. I’ll let the flowers fall into mud and grind into dust. Only the fragrance remains the same.” It is easy to grasp if you use the method to analyze. In 1166 AD, Lu You was convicted and dismissed from office for "persuading Zhang Jun to use troops." This poem is a reflection of his loneliness and loneliness due to the rejection and attack of the capitulationists in the Song Dynasty. In the upper part of the poem, plum blossoms grow beside the broken bridge outside the post road, blooming alone in the dusk, which is a metaphor for the poet's misfortune and frustration. The poet has suffered many hardships, but he always maintains his patriotic sentiment and disdains competing with the powerful for fame and fortune.
The second part of the poem expresses the poet's character of unwillingness to join the others, and the poet's persistence in fighting in a dark environment, even though his body is shattered but his spirit is unwavering. If we analyze this word in connection with the background of the times, the author's life experience, and his ideological status, the problem will be easily solved. In addition, many poems such as Xin Qiji's "Broken Array: Watching the Sword at the Peach Lantern while Drunk", Li Yu's "Langtaosha, Gurgling Rain Outside the Curtain", Tao Yuanming's "Returning to the Garden and Living in the Fields" and many other poems can be analyzed and appreciated using this method.
4. What are the research projects on the theme teaching and research activities of classical Chinese? 1. The background of the project. Looking at the five thousand years of civilization history of the Chinese nation, our ancestors have left us a long-standing, extensive and profound Chinese culture. China Traditional cultural classics are unparalleled by any nation in terms of their breadth of knowledge, breadth of tolerance, essence of diction, and richness of connotations. They are not only the model and essence of Chinese language and literature, but also contain the spirit and spirit of the Chinese nation. Character is the deep soil for the growth of the national spirit, and it plays a huge and indispensable role in the cultivation and formation of the national spirit. The report of the 16th National Congress of the Communist Party of China pointed out: "In the face of the mutual agitation of various ideologies and cultures around the world, we must We should regard carrying forward and cultivating the national spirit as an extremely important task in cultural construction, and integrate it into the entire process of national education and the entire process of spiritual civilization construction, so that all people can always maintain a high-spirited mental state." According to our survey, in today's society, shallow culture and customs Culture and Internet culture are full of people's lives. The status of traditional culture among students is getting lower and lower, and they know little about traditional culture. In addition, affected by the negative factors of the market economy, money worship and hedonism have risen, and collective If the concept of socialism is weakened and the concept of ideals and future is weak, if these phenomena are allowed to develop, the consequences will be disastrous. Today, when building a harmonious society, it is urgent to carry forward traditional culture. The new curriculum standards point out: "Modern society requires citizens to have good humanistic qualities. ", emphasizing that in the process of Chinese teaching, students should be allowed to "understand the richness and breadth of Chinese culture and absorb the wisdom of national culture." The inheritance, development and innovation of national culture rely largely on Chinese. Therefore, in Chinese teaching, traditional Research on the development of cultural resources is necessary. Especially under the new curriculum standards, Chinese teachers holding new textbooks should be bound to shoulder this historical mission: to give full play to the special function of the Chinese subject of "unification of instrumentality and humanism", and through The beauty of the motherland’s mountains and rivers, the beauty of folk customs, the beauty of history, the beauty of culture and the beauty of tradition allow students to swim and soar in the splendid cultural river of the motherland, allowing the Chinese cultural tradition to flourish. 2. Definition of the subject and theoretical assumptions 1. Definition of the subject Definition (1) "New Curriculum Standards": Compared with China's Chinese language curriculum system before 2000, it embodies four new basic concepts: first, we must pay attention to cultivating students' Chinese literacy; second, we must explore the humanities of Chinese education. The connotation is that the third is to advocate independent, cooperative, and inquiry-based learning methods, and the fourth is to build an open and dynamic Chinese curriculum. (2) "Traditional culture" here refers to the selection of historically tested elements of Chinese national culture based on the physical and mental characteristics of middle school students. Ancient poetry and classics with universal cultivation significance and Hakka cultural traditions with local characteristics are taken as research objects. They are not only the crystallization of human wisdom, but also tools to unlock human wisdom. (3) The relationship between "new curriculum standards and traditional culture": The "Chinese Curriculum Standards" clearly states: "Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum." This requires us to, in Chinese teaching, We should not only pay attention to the teaching and application of knowledge and the cultivation of language sense, but also shoulder the important task of "understanding Chinese culture and nurturing traditional spirit". 2. Theoretical assumptions (1) Through effective combination inside and outside class, students can learn in rich language In comprehensive practical activities, a large number of contacts with traditional culture can stimulate students' interest in learning, appreciate the charm of the motherland's culture, and promote the development of students' language abilities. During the learning process, students can exercise their ability to collect and process information and improve their overall quality. ( 2) Through research and practice, it is of great significance to guide students to understand the richness and breadth of Chinese culture, absorb excellent traditional cultural wisdom and spiritual nutrition, enrich the language, broaden their horizons, cultivate their sentiments, develop their potential, and enable them to have creative abilities. Use the rich humanistic connotations and principles of life contained in traditional culture to enhance students' sense of identity with the traditional culture of the Chinese nation, and train students to "learn to be a human being" and become people of noble character and physical and mental health; on the other hand, traditional cultural education Combined with classroom reform, the school's curriculum structure will be more reasonable and promote students' personality development. 3. Goals and significance of the research project 1. The research goal of this project is the teaching of ancient poetry and Hakka traditional culture. (1) The teaching of ancient poetry is One of the important contents of Chinese teaching. The great significance of cultivating students' certain appreciation of ancient poetry and literature to improving students' basic literary literacy naturally goes without saying. However, compared with the current research on reading and writing teaching, ancient poetry and literature teaching research is relatively Lag. Today’s ancient poetry, literature and education
There are at least three bad tendencies in learning. The first is the linguistic tendency. Many people turn the ancient poetry appreciation class almost into a classical Chinese lecture, focusing only on the static interpretation of the meaning of poems and sentences, and neglecting the cultivation of students' image thinking ability. The second is Conceptualization tendency. Many people turn the appreciation of the artistic conception of ancient poetry into a simple comparison of cold "poetry" and "poetry", neglecting the cultivation of students' aesthetic and psychological qualities. The third is the tendency of fragmentation. Many people turn a poem into a simple contrast. The overall appreciation of poetry has turned into a monotonous partial analysis of poetry and phrases, ignoring the organic nature and overall efficacy of poetry appreciation. These tendencies cannot help but make people feel that today's ancient poetry teaching seems to lack a key awareness, that is, how to Give full play to the active role of students in poetry aesthetic activities. (2) According to many historical data, Shicheng occupies an extremely important position in the formation and development history of the Hakka ethnic system. It is the birthplace of the pioneer of Hakka private schools (Wenge), and many Hakka culture researchers say Shicheng is the transfer station for the cradle of Hakkas. Shicheng has rich Hakka cultural resources, which are worthy of our development and research. 2. The traditional Chinese culture with classic ancient poetry as the main content constitutes national cohesion, national pride, and national culture. One of the sources of power of quality is also an important educational resource that we use to build people and souls. Based on this, we have the following understanding of the realistic and far-reaching significance of "Research on Traditional Chinese Cultural Resources under the New Curriculum Standards": First, The need to inherit and carry forward traditional culture. Chinese cultural classics are an important carrier of Chinese culture, and inheriting culture is an important function of school education. We have the responsibility to pass on the splendid and long-lasting Chinese civilization from generation to generation through the teaching of ancient poetry and research on Hakka traditional culture. The Chinese nation heading towards revitalization has accumulated a steady stream of wisdom and lasting development power. The second is to strengthen the traditional virtues of China.
5. Xiaoban’s teaching and research record of ancient poetry. The Master said: When three people are walking together, there must be one who is my teacher. Bernard Shaw said: You have one thought, and I also have one thought. We exchange thoughts with each other, and everyone has two thoughts. Under the leadership of team leader Tang Weilun, the teachers of the Chinese language subject of Songshan Lake Central Primary School walked together all the way. They walked into the text, walked into the students, walked towards the peers, walked towards the masters, and entered a new world of ancient poetry classroom teaching. Act 1: Sanyang keeps walking. "The light of the water contrasts with the color of the mountains, the mist of the sky contrasts with the mist; the clear contrasts with the rain, and the good contrasts with the strangeness." The tender voice of children came from the classroom and echoed under the blue sky of Songshan Lake. Those are the antitheses in "The First Sunny and the Later Rain on the Drinking Lake" by teacher Qin Shibai and his students. They were in the West Lake, where it was clear at first and then rained, and walked into antiphonal songs, antiphonal poems and Spring Festival couplets: "The sky is against the earth, the rain is against the wind, the mainland is against the sky; the mountain flowers are against the sea trees, the red sun is against the sky" and "The bright moon is against the pines" According to the photo, the clear spring flows up the stone; two orioles sing in the green willows, and a row of egrets climb up to the blue sky; cut off the water with a knife, the water flows more, and raise a cup to drink away the sorrow." "I urge you to drink another glass of wine, and there will be no old friends when you leave Yangguan in the west." It was Teacher Sun Daoming reading, singing, dancing and teaching the ancient poem "Send Yuan Er Envoy to Anxi". Reading, reciting according to the rhythm of ancient poems; singing, singing along with the melody of "Yangguan Sandie"; chanting, half-reading, half-sighing, sighing, chanting; dancing, dancing of hands and feet when excited Of. The teachers and students sang and sighed three times, full of poetry and affection. They were immersed in the fresh and ethereal artistic conception of "the morning rain in Weicheng is lightly dusted, and the guest house is green and the willows are new." The third class had a different scene. Sometimes students work in groups of five, some explain, some record, and some listen; sometimes teachers and students engage in conversation or read loudly. This is teacher Tang Weilun's teaching "Title on Lin'an Residence" and "Feelings of the Autumn Night When Dawn Goes Out of the Fence Gate to Welcome the Coolness". The blackboard contains the students’ summary of how to learn poetry: “First reading, read through the poem; second reading, understand the meaning of the poem; read again, appreciate the meaning of the poem” and tips for understanding the meaning of poetry: “Third reading, look at the annotations, look at the illustrations, and look at the context. "The second question is to ask classmates and teachers; the first question is to check reference books." During the three observation classes on ancient poetry teaching, the teachers and leaders who attended the class were all intoxicated with the poetry and picturesqueness. They thought about it for a long time and shouted "Okay" from the bottom of their hearts! The teaching of ancient poetry is so elegant, how about the teaching of ancient Chinese? The teaching of high-level sections is so wonderful, and the teaching of middle and low sections is so wonderful. How is the teaching of Duan? These three people teach so well, how about the teaching of others? The Chinese language group of Songshan Lake Central Primary School has since embarked on the road of research on classroom teaching of ancient poetry. This is November 2006. Act 2: The winding path leads to the upper floor. The winding path leads to the secluded place, where the Zen room is surrounded by flowers and trees. They enter the text, have a dialogue with the poet, and have a heart-to-heart talk with the author. The nature of poetry: From the perspective of poetry expression, poetry expresses ambitions, which are the emotions and aspirations that poetry wants to express. From the perspective of poetry creation, "emotion" directly triggers creative impulse and controls the creative process.
Poetry expresses ambition, and when ambition is sufficient, emotion arises, and emotion is cute and dynamic. The artistic conception of poetry: The artistic conception is the artistic realm formed by the blending of the author's subjective feelings and the objective physical environment. It is based on the poet's emotion and intention and the object's scenery and objects as the basic components. It is the harmonious unity of emotion, intention, scenery and objects. The scenery and objects in the artistic conception express certain emotions. To teach poetry, you need to know its meaning, enter its context, and understand its emotions. They get to know students, connect with their souls, and follow their interests. There is a big gap between ancient poetry and modern language. How can we help students read it thoroughly and understand it? Not asking for a deep understanding, knowing only a little is a magic weapon. Recite poetry correctly, fluently, and emotionally; enrich imagination, strengthen language sense, and accumulate appropriate language standards so that students can taste the joy of ancient poetry and feel the breadth and depth of ancient poetry. They walked closer to each other, communicated with distant relatives, and discussed with their near neighbors. In Fenggang, coaches: Songshanhu Tang Weilun, Fenggang Chen Debin. They feel the passion and fun of classical Chinese teaching. In Dalang, coaches: Songshanhu Qin Shibai, Dalang Chen Miaolan. They explore ways to guide students into the artistic conception of poetry. In Liaobu, coach: Sun Daoming of Songshanhu, Zou Jin in Liaobu. They studied the integration of poetry teaching and writing teaching in lower grades. In Foshan, primary school students in Guangdong Province observed the study of traditional Chinese culture education. Teacher Sun Daoming taught "The Moon Is My Hometown Bright". They had a conversation and exchanges on how to teach the theme reading class. They go to the masters, learn the style of their predecessors, and learn the characteristics of famous artists. Invite famous teachers from the older generation, such as Zhi Yuheng and Xu Shanjun, to experience their simple teaching methods and witty classes. Visit the famous Mesozoic master Sun Shuangjin's "Into Li Bai", teacher Ding Cikang's "Li Bai and the Moon", Wang Congzhou's "Sauve Acacia", teacher Zhu Wenjun's "Two Monks of Shu", and taste the third act of the poetic class: A hundred birds paying homage to the phoenix The mood of spring has been a part of life since ancient times. Parting is an inexplicable pain, and parting is a helpless sorrow. From the interpretation of Li Bai's envy and reluctance to leave Meng Haoran to Yangzhou, to the expansion of farewell sentiments in "Giving Wang Lun" and "Sending Yuan Er Envoy to Anxi". This is teacher Chen Guo’s farewell poem to his teaching, “Farewell to Meng Haoran at the Yellow Crane Tower in Guangling.” Young people are determined to serve their country, middle-aged people are killing enemies on the battlefield, and they never forget reunification until they die. Using "Reporting Heartfelt Feelings", "Feelings of the Autumn Night to Go Out of the Fence Gate to Welcome the Coolness", "Feelings of Viewing the Great Sanguan Picture" and "Showing Children" as carriers, this is the "Reading of Lu You" led by teacher Liu Hailong to his students. How good, it is as tall as Mount Tai! How good, it is as vast as a river! Savor the music of close friends, deeply understand the pain of breaking a string, and cherish the love of friends. Be more elegant, be more elegant! Along the way, the three teachers on the stage are like this, the classroom teaching competition award-winning teachers such as Sun Lu, Huang Yan, Cao Jing, and Lei Limei are like this, and so are many teachers in the subject group. Look, Wang Xiaoshan teaches "Looking at Tianmen Mountain" and asks students to imagine the scene of "Tianmen interrupts the opening of Chujiang River, and the clear water flows eastward to this point." She also asks students to draw the scene in the poem with strokes, and thus understands "opening and returning". Feel the majesty of the Yangtze River water. Liu Meiyu taught "Painting", Yang Yan taught "Night Snow", and the students learned poetry and painting scenes. Wei Caixia teaches "Ode to the Willows" and Ma Huixuan teaches "Wanglu Mountain Waterfall" to guide children to connect with the reality of life, feel the wonder of nature, and encourage students to love nature. When Wei Jiemin taught "Thoughts on a Quiet Night", the students generally grasped the poet's feelings of missing his hometown under the moonlight, read them fully and freely; when they read "Looking up at the moon", they couldn't help but look up at the moon in the sky, and read "Looking down at the moon". "Hometown", he naturally lowered his head and thought deeply. Teacher Wang Qiang taught the poem "Broken Arrangement", and the students' reading made us feel the author's depression at home, and saw a high-spirited, high-spirited person.