The traditional chanting culture in China has a long history. Historical experience has proved that reciting is an effective and unique way to appreciate ancient poetry. However, since the 20th century, due to the influence of the times, recitation has gradually disappeared in the teaching of ancient poetry. At present, with people's attention to classic cultures such as Chinese studies and reflection on Chinese teaching, reading aloud has once again become one of the hot topics in Chinese teaching. However, in primary school Chinese teaching, teachers lack attention and exploration to recitation teaching. In order to explore effective teaching methods of ancient poetry in primary schools and improve the ability of primary school students to read, read and memorize classical poetry in an all-round way, this paper first analyzes the requirements and present situation of reciting teaching of ancient poetry in primary schools, then expounds the advantages of reciting teaching method in primary schools from the perspective of psychology and ancient poetry, and finally explores a reciting teaching method suitable for primary school students through the analysis of actual lessons.

Keywords: primary school, ancient poetry, reading teaching

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Recitation is one of the essences of traditional Chinese studies, and it is also the key point for China to inherit classic ancient poems. Reciting is not only a language and culture art with a long history, but also an art of teaching ancient poems. Teacher Yu Yi, a famous educator in China, once recalled the scene of learning ancient Chinese: "Teacher China taught ancient Chinese and liked to read aloud ... When the teacher read aloud, his head and shoulders swayed from side to side, which was really sad and generous. As students, we felt patriotic enthusiasm ... the teacher read aloud and entered the role, and the deeply moved expression was fixed in our eyes. This feeling infected the whole classroom and everyone was deeply moved. " Jiangsu Education Press. It used to be yiyi. Chinese (the first volume of grade seven) [M]. Jiangsu Education Press. 200 1.70] It can be seen that Mr. Guo Wen, a teacher in Yu Yi, used chanting to impart knowledge. Recitation teaching plays a particularly prominent role in adjusting the classroom atmosphere and cultivating the situation of ancient poetry.

However, until now, many teachers still don't know what recitation is, thinking that recitation is a common reading in Chinese class. Therefore, before this paper expounds the application method of recitation teaching, the author thinks it is necessary to clarify the connotation of recitation first. As long as we understand the concept of reciting, we can distinguish the essential difference between reciting and reciting, so as to make good use of this traditional reading method and practice it in the teaching of ancient poetry in primary schools.

What is chanting? In modern times, Zhu Ziqing wrote about Chinese reading teaching, and divided it into different reading methods such as "reciting", "reciting", "reading" and "speaking". As for Yin, Zhu Ziqing pointed out that Yin needs to "pay attention to tone and rhythm" [Zhu Ziqing. About reading aloud. Complete works of Zhu Ziqing (Volume II) [M]. Jiangsu Education Press. 1996.5], especially in ancient poetry, it is reasonable to give priority to "yin". Professor Chen Shaosong compares chanting to: "chanting refers to reading aloud in a long tone like singing" [Chen Shaosong. Recite ancient poems [M]. Social Science Literature Publishing House. 2002.7-8]. Just like the teacher's Mr. Guo Wen, people who have received education in ancient private schools will read in a song-like form. Teacher Xu Jianshun, who is active in the front line of reading teaching recently, understands reading as a combination of reading and reading. The concept of' chanting' is aimed at poetic rhyme and can even be used as a synonym for poetic rhyme. "[Xu Jianshun. On the rules of reciting. Reading Classics and Loving China —— Essay on China's Reading Week [C]. Beijing. 2009] This paper aims to explore a recitation teaching method suitable for primary school students. From the perspective of being conducive to the popularization of recitation and attracting primary school students, the author tends to use Professor Chen Shaosong's general definition of recitation-recitation is more like a reading method of singing. The author believes that chanting can be defined as a traditional reading method in ancient Chinese that pays attention to rhythm and charm.

In fact, intonation pays attention to its unique rhyme, and reading ancient poems is even better. However, due to social and historical reasons, reading once disappeared in the classroom of Chinese teaching. Until recent years, the state's concern for the tradition of Chinese studies and the discussion on the curriculum reform of quality education have once again become one of the important ways for modern people to appreciate and create poetry. The suggestion of the new curriculum standard to the teaching of classical poetry is: "Read excellent poems, and pay attention to appreciate the content and emotion of the works through intonation, rhythm and rhyme." [Wen Rumin, Chao Zongqi. Interpretation of Chinese Curriculum Standards for Compulsory Education (20 1 1 Edition) [M]. Higher Education Press.2012.141]

On the other hand, in China's current teaching of ancient poems in China, teachers focus on understanding the meaning of words and neglect the appreciation of rhyme and artistic conception of poems. The teaching form is monotonous, and students' interest in ancient poems is poor and their appreciation ability is poor. Fortunately, some experts, scholars and front-line teachers, such as Chen Shaosong, Dai, and so on, have seen the value of reading aloud and introduced it into Chinese teaching practice.

However, in the field of primary school teaching, recitation teaching, as one of the important practices in the development of quality education, has received relatively little attention and exploration. Therefore, this paper will start with the teaching of reciting ancient poems in primary schools, and first analyze the requirements and current situation of reciting ancient poems in primary schools. Secondly, from the perspective of promoting the understanding of ancient poetry, this paper analyzes the advantages of reading teaching in the psychological and physical acceptance of primary school students. Finally, this paper will illustrate the scientific and effective new recitation teaching method suitable for primary school students with practical examples of recitation class.

1. Teaching requirements and present situation of reciting ancient poems in primary schools

1. 1 Requirements of Chinese Curriculum Standards for Reciting Ancient Poems in Primary Schools

The goal of ancient poetry teaching in primary schools is to master the characters, taste the beauty of language and deeply appreciate the charm of poetry; However, in order to meet the requirements of emotional attitude and values in poetry teaching, it is still worth studying hard by teachers. "The teaching process of ancient poetry in primary schools is an aesthetic process." [Wen Weiguo. On the role of recitation in the teaching of ancient poetry in primary schools [J]. Examination Weekly.2014 (53): 4] The author thinks that the teaching of ancient poetry recitation can be used as the practice of Chinese innovative classroom, and teachers must analyze the teaching objectives of reading excellent works such as classical poetry in the new curriculum standard, and find primary schools from the overall objectives of the new curriculum standard, the evaluation mechanism of the reading skills and methods of primary school students in the new curriculum standard and the teaching of ancient poetry.

1. 1. 1 The goal of the new curriculum standard on primary school reading methods and skills.

First, the overall requirements of the new curriculum standards

In the discussion of Chinese curriculum reform, experts have reconsidered the characteristics of Chinese subject, and realized that they should absorb the essence of thousands of years of traditional Chinese education in China and explore the correct way to develop Chinese education. Therefore, the general requirement in the Chinese Curriculum Standard for Compulsory Education (20 1 1 Edition) is: "Have the ability to read independently and pay attention to emotional experience." 【 ② Wen Rumin, Chao Zongqi. Interpretation of Chinese Curriculum Standards for Compulsory Education (20 1 1 Edition) [M]. Higher education press. 2012.139-141] The above ideas of the new curriculum standard focus on the practicality and readability of Chinese. On the other hand, chanting that can spread for thousands of years must have its rationality. Recitation, as a traditional reading method in China, not only shows the profoundness of ancient Chinese poetry, but also uniquely uses phonological angles such as sound length and sound change to enter the realm of poetry, that is, the emotional experience emphasized in the new curriculum standard. Mr. Xue used to let students understand the meaning of poetry by themselves in reading. Therefore, the reading experience of individual personality contained in chanting is also in line with the requirements of the new curriculum standard. The teaching of ancient poetry in primary schools can also use chanting to understand the meaning of ancient poetry and experience the feelings of poetry.

Second, the new curriculum requirements for primary school students' reading methods and skills

For primary school students, the reading method stipulated in the new curriculum standard is mainly to strengthen reading skills and achieve "correct, fluent and emotional reading of texts". 【 ③ China people and the Ministry of Education. Chinese Curriculum Standard for Compulsory Education (20 1 1 Edition) [M]. Beijing Normal University Press. 20 1 1] Among them, the new curriculum standards especially advocate reading methods and are aimed at primary school teaching. [4] Ye Jiaying China's aesthetic characteristics of classical poetry [J]. Journal of Henan University (Social Science Edition) .2012 (05):108] As can be seen from the above provisions, the new curriculum standard uses the terms of "intonation, rhythm, rhythm" and other traditional reciting methods in China, which shows that the new curriculum standard is based on classical reading. The ancients paid great attention to "seeking meaning by sound" in poetry creation, and chanting can restore the emotional original appearance of poetry. Although there is no obvious distinction between recitation and reading in the new curriculum standard, it is not difficult to find that the reading of China's excellent literary works such as ancient poetry and prose is still biased towards the traditional reading mode in China, rather than the western reading mode. Mr. Ye Jiaying put forward that "recitation is an important way to appreciate the beauty of China's classical poems." 【】 In the article Aesthetic Characteristics of Classical Poetry in China, Mr. Ye Jiaying expounded the close relationship between classical poetry and recitation in detail and poetically, taking the tone and reading methods of words in reading aloud as examples. The author believes that "Yin" and "Recitation" belong to the same family as ancient poetry. In order to meet the reading requirements of the new curriculum standard for ancient poetry, it is also necessary to use the characteristics of recitation to let primary school students understand the meaning of poetry.

1. 1.2 Evaluation target of new curriculum standard for primary school students' learning of ancient poetry and lyrics

The new curriculum standard puts forward to the teaching of ancient poetry, "to evaluate students' reading of ancient poetry and simple classical Chinese, we should focus on students' memorization accumulation, and do not take the concepts of morphology and syntax as the examination content" [Wen Rumin, Zhao Zongqi. Interpretation of Chinese Curriculum Standards for Compulsory Education (20 1 1 Edition) [M]. Higher Education Press+02.51.100000000105 However, many teachers have a one-sided understanding of the above evaluation of the new curriculum standard, and think that the assessment of ancient poetry and prose focuses on reciting. It is true that recitation is an important criterion for evaluating ancient poetry, but for primary school students, it is boring to recite first if they are new to ancient poetry. Isn't that against the original intention of ancient poetry teaching? Therefore, the new curriculum standard proposes to improve reading interest in reading evaluation and pay attention to the cultivation of language sense and emotional understanding experience. In order to improve students' interest in reading and deepen their understanding of the meaning of poetry, chanting must be an interesting and effective teaching method. The author once practiced chanting in the third grade class. After class, we can find that the students have basically achieved the effect of being happy, able and good at reciting ancient poems.

1.2 Present situation of reciting ancient poems in primary schools

China Recitation Society set off a new chapter in the teaching of ancient poetry in China. China Recitation Society aims at carrying forward traditional recitation and is always at the forefront of recitation teaching. They regard the Chinese classroom of teenagers as a vital frontier for inheriting the traditional reading, and extensively carry out the activities of "reading into the campus", so that the seeds of ancient poetry reading teaching are scattered on teachers and students. In this process, a number of famous teachers have emerged, such as "Thinking about a Quiet Night" by Dai, a special teacher in Shanghai. "The combination of length and length, half reading and half singing is the biggest feature of Dai's ancient poetry recitation teaching" [Liu Pan. Study on reading ancient poems in primary schools [D]. Sichuan: Sichuan Normal University.206438+05. In addition, Chen Qin, a unique teacher, offered the course of "Simple Reading", which brought a delicate and fresh wind to the recitation teaching, such as "quatrains". In the quatrains class, Chen Qin fully integrated the charm of reciting tradition with the interest of primary school teaching by using the performance interest of primary school students, which can be described as a textbook for primary school reciting teaching. In the upsurge of chanting teaching, both members of China chanting society and a group of famous teachers who are on the road of chanting teaching exploration have made great efforts to make chanting teaching, a cultural treasure of China, shine its initial light.

However, when reciting teaching is like shareholder style in ancient poetry teaching, there are still many primary school Chinese teachers who have no idea about reciting or even avoid it under the current Chinese teaching classroom environment. The author worked as an intern in a key primary school in Luohu District, Shenzhen. After two months' observation, the author found that although Shenzhen Education Bureau trumpeted, none of the Chinese teachers in the school practiced chanting. According to the author's understanding, other backbone teachers have received a series of training in recitation classes, but for various reasons, they still chose the previous conservative teaching method to explain ancient poems. It is true that in most primary school ancient poetry teaching classes, almost no chanting teaching has become the norm. Therefore, in order to better promote the reading teaching in the real classroom of ancient poetry teaching in primary schools, the author thinks that we should first analyze the current situation of reading teaching of ancient poetry in primary Chinese classroom and find out the problems existing in the development of reading teaching in order to "suit the remedy to the case".

"Three-point poem, seven-point reading." Reading, especially reciting in the form of ancient Chinese reading, is a good way to really cultivate students into the emotional world of poetry. Interest is the best introduction to learning, sir. The new curriculum standard emphasizes strengthening students' reading ability, which must improve students' reading interest. However, in primary school Chinese classes, some teachers create new comprehensive Chinese learning classes in the name of beauty. First, they overuse multimedia equipment and play a lot of videos, audio, pictures and other forms to create an aesthetic atmosphere of ancient poetry. Second, teachers skillfully use multimedia devices, but there is no unique voice of teachers to lead students to appreciate beautiful ancient poems.

Primary school students' language expression and reading ability still need teachers' correct demonstration and personal guidance, and children themselves are good at imitating teachers' words and deeds. However, in the teaching of ancient poetry, it is rare for teachers to demonstrate in person. On the contrary, multimedia standard audio takes precedence. Of course, the standardized reading of experts is indeed essential, but the teacher is the "director" in the Chinese classroom, not only to thread the needle in the classroom, but also to "act" when necessary. Otherwise, for the reading and interpretation of ancient poetry, primary school students can know where they need to read aloud and where they need other body language to understand poetry.

If the teacher can't even practice the basic demonstration reading in Chinese class, then he can't set difficulty requirements on recitation demonstration. Mr. Lu Xun also wrote an article recalling his interesting scenes when he was studying in Santan Yinyue Private School. In addition, Zhu Ziqing, Yu Yi and other China education scholars have a deep memory of the behavior, movements and even pauses of private school teachers. In the final analysis, these beautiful memories are the irresistible and unspeakable courage that chanting brings to students. If teachers can understand and interpret poetry by reciting in classroom teaching, the quality of classroom teaching and the depth of classical culture can be greatly improved.

1.2.2 Primary school teachers have outdated teaching concepts of ancient poetry.

Although the reform practice of quality education is in full swing, exam-oriented education is like a command card, which controls the substantive trend of Chinese classroom. Under the background of exam-oriented education, utilitarianism occupies a large part. Therefore, in the tug-of-war between quality education and exam-oriented education, many primary school Chinese teachers are prone to the following two teaching concepts when teaching ancient poems.

First, the teaching of ancient poetry in primary schools comprehensively decomposes ancient poetry, striving to cover all the knowledge points of ancient poetry or only extract keywords, ignoring the integrity of poetry. Starting from the comprehensive and meticulous thinking of ancient poetry teaching, some teachers often explain the homesickness of "thinking at night" or "reading at night", and some primary school Chinese teachers read aloud to realize their feelings from the topic to the implementation of poetry sentences. Secondly, some primary school teachers choose the key points of poetry examination to explain according to the requirements of poetry examination, but put aside the reading and connotation analysis of poetry. There is no doubt that the above two teaching methods are flawed. If the teacher can't find the uniqueness of each poem, the students can only swallow it all in the teaching process. Behind this teaching concept is the teacher's lack of profound literary skills and solid language skills. Primary school Chinese teachers mechanically copy the teaching mode and ignore the status of reading, which is not only not conducive to students to master the beauty of the implication of each ancient poem, but also stifles students' ability to think and feel poetry independently. A single classroom form makes students become passive recipients, and also causes students who are in a strong desire for knowledge, strong curiosity and active thinking to feel dull, "seriously diluting the artistic conception and charm of poetry." [Chen. Innovative practice forms of reciting ancient poems in primary schools [J]. Oriental Education.2014 (7): 228]

Secondly, with the idea of "creating a new Chinese classroom with autonomy, cooperation and inquiry" advocated by the new curriculum standard, some primary school teachers have turned the classroom into a formal "multimedia monologue" or "student monologue". For example, some teachers don't treat the use strategy of multimedia correctly and overuse multimedia technology, which leads to the situation of learning ancient poems. On the surface, the classroom is "lively" and students are impacted by intuitive "edification" such as pictures and videos. In fact, for primary school students who are still in the process of strengthening their discrimination and self-control, the colorful "scenes" created by multimedia can easily blur the true connotation of ancient poetry. The teaching of ancient poetry should strengthen the love of mother tongue culture and feel the charm of language, but it is not worth the loss for primary school students to crowd out students' independent thinking and experience with fancy multimedia technology.

Some ancient poetry classes in primary schools are compared to "students' monologues" because some teachers misunderstand the spirit of "independence, cooperation and inquiry" in the new curriculum standard. The "autonomy, cooperation and inquiry" classroom of the new curriculum standard is a combination of the three, which complement each other, emphasizing respect for students' personality, independent thinking and attaching importance to listening and communication. For example, in teaching "Spring Breeze and Green Jiang Nanan", in order to let students taste the wonderful use of the word "green", we can compare it with the word "zhi", so that students can discuss it themselves and put forward their own understanding; You can also read aloud and teach in a flat tone, with the same effect. However, many teachers simply understand the "exploration and cooperation" in appreciation class as group discussion, and the simple reading meaning is "reading". As long as students talk more and read more books in class, they can understand poetry and complete the task of reciting. Therefore, reading for the sake of reading often appears in the teaching of ancient poetry in China. For example, group reading, personal characteristic reading, men's and women's group reading and other forms, thinking that the initiative in class will be returned to students. Even though the starting point for teachers to make students pay attention to reading aloud is beyond doubt, in the process of reading aloud, the guiding role of teachers is not reflected, and there is no timely guidance, which leads students to "read" ancient poems backwards, but want to talk about the charm of poetry, but they are only a few words, rigid and puzzled.

2. Advantages of primary school reading teaching

How to make students learn ancient poems efficiently and achieve the purpose of "learning with pleasure" has become a problem that primary school Chinese teachers must think about. Under the background of exam-taking, teachers will give up some teaching methods of ancient poetry for the sake of students' high scores and under the pressure of tight class hours and huge course content. In my opinion, compared with the traditional teaching method of ancient poetry, reciting can not only respect the students' dominant position, but also simplify the complicated teaching process.

The leading teachers and Dai in the primary school recitation class can recite smoothly, and their teaching methods are really worth pondering. On the other hand, recitation teaching can be spread for thousands of years and has played an extraordinary role in the literary accomplishment of ancient people. The two famous teachers can learn from the past and learn from the present, take its essence and discard its dross. Starting from the scientific law of the physical and mental development of modern primary school students, they can learn the essence of reading teaching and correctly grasp the pulse of reading teaching.

2. 1 From the learning psychology of primary school students,

Nowadays, the rapid development of material culture, colorful social life and accelerated pace of life also affect the learning style of primary school students. According to news reports, the average annual reading of China people is obviously different from that of developed countries. In the exam-oriented education environment, contemporary primary school students spend more time reading utilitarian books, but less time reading classic bibliographies such as classical poetry and prose. So that some people pointed out that for primary school students, "it is even more impossible to calm down and read ancient poems, and the literary accomplishment of modern students is shameful." [Liu Pan. Study on reading ancient poems in primary schools [D]. Sichuan: Sichuan Normal University.2015. As a classical culture far away from contemporary primary school students, recitation is undoubtedly the most worthwhile teaching method to arouse primary school students' interest in ancient poetry and improve their overall literary quality.

Constructivist psychology believes that the acquisition of knowledge is a process of active construction in the mind. To successfully complete the process of constructing knowledge, we should not simply piece together materials, nor just load, store and extract information, but build a bridge between old and new knowledge or experience. The teaching method under the guidance of constructivism is to pay attention to the guiding role of teachers and provide students with materials to construct knowledge, and the absorption process of materials depends on students' personal use of materials to construct. In other words, constructivism advocates students' self-feeling and reflection in learning. In terms of learning materials, classical ancient poetry is rich in connotation and profound in artistic conception, which is suitable for repeated taste; From the perspective of reciting teaching, using the charm of sound to create poetry hidden under words, that is, reciting is like using the flat charm of sound to build a bridge to interpret ancient poetry. Liu, an expert in Chinese education, pointed out, "To recite, we must rely on passion, lofty sentiments, deep affection, sadness and anger as the driving force, and then make a sound with an appropriate pronunciation and intonation." [Jiangsu education (primary school teaching). Research on the Teaching of Ancient Poetry [J] .2011(1): 63] Suhomlinski also stressed that children's desire for successful acquisition should be especially respected in the learning process, and they should be provided with opportunities for success in active exploration and acquisition. Starting from the constructivist learning view, in the teaching of reciting ancient poems, teachers can find the internal relationship between words and sounds by grasping the psychological characteristics of children's reciting, thus creating the emotional experience gained by students' active reciting in class. Recitation teaching, fully mobilize the eyes, mouth and hands, open the brain thinking, that is, mobilize students' hearing, vision, touch and feelings about ancient poetry. This is equivalent to a brick that students are ready to learn before learning ancient poetry. As long as the teacher gives timely guidance when reciting, it will definitely play a multiplier teaching effect.

Secondly, there is a view in educational psychology that respecting the individual differences of students' age groups and teaching from the perspective of students' differences can promote the free and personalized development of students. In China, differentiated teaching is what Confucius put forward to teach students in accordance with their aptitude. The biggest feature of primary school students is lively and active, and their thinking is extremely active. In order to let students learn ancient poetry from the heart, teachers must respect the laws of students' physical and mental development and let every student feel that he is a unique existence in the teaching of classical poetry. Reciting pays attention to self-taste, and under the premise of ensuring the correct intonation direction, you can freely create your own intonation according to your own feelings after getting started. The author believes that students' interest in ancient poetry can be grasped from the characteristics of intonation. In a word, reciting is to teach ancient poetry according to each student's interest and learning motivation. For example, when teaching children naughty poems to play as children, boys can recite them by feeling first, and then girls can guide and promote each other, explore according to the learning interests of boys and girls, and deeply grasp the needs of students in class. As long as teachers are willing to teach students in accordance with their aptitude, ancient poetry can make interest really become a mentor for students to learn, and chanting can become a mentor for learning ancient poetry.

From the perspective of learning and memory, recitation plays an important role in the memory ability of primary school students. The related experiments of educational psychology experiments prove that if all kinds of sensory organs such as eyes, ears, mouth and hands can fully participate in the organization of materials, the memory effect is much better than that of only one organ. "The experimental results of the former Soviet psychologist Chadar Kov show that the direct memory effect of looking at the eyes is 70%, listening to the ears is 60%, and the combination of audio and video is 85.3%." [Dong Yunling. Research on the teaching of classical poetry recitation in primary schools [D]. Hebei: Hebei Normal University.2012. First of all, recitation emphasizes the integration of poetry rhythm and emotion. In the process of reciting, the reciter can't help but bow his head and recite, and every time he feels high-pitched emotions, he will unconsciously raise his head and read what he can, the way of poetry. Secondly, the study of ancient poetry pays attention to the intuition of words, the perceptual knowledge of poets and poetry words, the effective use of poetry meter and the integration of students' various senses can enhance students' language sense ability of paying attention to poetry words. Students can keenly capture the emotion in poetic language by reciting, so once learners understand it first, students' memorization and memory ability will no longer stay in the stage of rote memorization. Moreover, recitation is accompanied by music, and people are easy to relax and accept the input of knowledge under the stimulation of music. The author once attended a recitation lecture in primary and secondary schools in Shenzhen. In the lecture, Teacher Zhao Zhixiang can blurt out a long article of The Book of Songs by reciting it. Many sentences in The Book of Songs are similar, but a few words are difficult to memorize, but Miss Zhao didn't leave a word behind, which is really admirable. This experience made the author respect and worship the traditional chanting.

To sum up, just some views on contemporary education!