The text "Say Mu Ye" is selected from the third unit of compulsory Chinese in senior high school. This unit is the only literary criticism and essay unit in the five compulsory books. Whether exploring the language form of artistic expression or commenting on some aesthetic phenomenon, it has its own reasons. Reading these articles can open our minds and inspire us to explore some problems. The three texts all expound the knowledge of poetry appreciation, saying that "Mu Ye" ranks second, which is also an example of the first "chewing words". This paper focuses on the analysis of the reasons why China's classical poetry changed from "leaves of wood" to "fallen wood" by replacing "leaves of wood", thus elucidating the suggestive features of classical poetry language. The author quotes the classics, makes a detailed analysis, has a clear thinking, a thorough reasoning image and is easy to accept. On the one hand, learning this article can help students understand the suggestive features of China's classical poetry language and improve their ability to appreciate classical poetry; On the other hand, it can guide students to learn the writing characteristics of literary prose by themselves.

Second, talk about learning.

After learning Chinese in junior high school and senior high school, students have read a certain number of poetry works, gained certain artistic experience, learned the basic methods of appreciating poetry, and have the ability to appreciate the implicit understanding of poetry language. With the development of classroom reform in our school, students generally adapt to autonomous learning and cooperative inquiry learning. However, there is a fear of difficulties and laziness in thinking about the topics related to poetry appreciation, which has great expectations for the difficulty of this paper and affects the internal motivation of learning. And students' understanding and appreciation levels are different. In view of this situation, we should pay attention to the hierarchy of problem design in teaching, let all kinds of students dock the text, and at the same time make a breakthrough from the shallow to the deep, and understand the law of art in the image with the help of aesthetic experience in poetry appreciation.

Third, talk about goals and difficulties.

Combined with the requirements of unit teaching and the characteristics of this course, according to the students' situation, I set the teaching objectives of this course as follows:

Knowledge and skills: 1, screen information, compare and summarize, and know the artistic image of konoha.

2. This paper's understanding of the artistic features of Mu Ye is essentially an understanding of the linguistic features of poetry.

Process and methods: 1, reading method and screening information method to clarify the author's point of view, understand the suggestive features of China's classical poetry language, and then improve the ability to appreciate classical poetry.

2. Through comparison and connection, we can understand the images and emotions in the quoted poems and explore the rich implications of the works.

Emotion, attitude and values: Taste poetry, experience the rich implication brought by the suggestibility of poetry language, and stimulate students' love for classical poetry. Cultivate students' aesthetic taste and improve their literary accomplishment.

As an argumentative style, "Mu Ye" is the theme of the article. This paper mainly focuses on the image of "Muye" in ancient poetry to analyze and demonstrate the suggestibility of poetry, so as to understand the difference between the artistic images of "Mu" and "Tree", and then understand the artistic characteristics of "Muye" in this paper. The essence is the suggestibility of poetic language, and it is the focus of this lesson to realize the benefits of making small things big.

The new textbook view emphasizes that the textbook is just an example, and ultimately it is necessary for students to draw inferences and really improve their ability of independent analysis and appreciation, which is precisely the weak link of our students, so I set the difficulty of this lesson as 1, combining fast reading with accuracy, and training students to extract key information from the text and summarize their analytical ability; 2. Expand training, so that students can learn to use the knowledge described in this article to taste the images and emotions of poetry.

Fourth, talk about teaching methods and learning methods.

Teachers are collaborators, guides and participants in students' learning, and students should become the main body of the classroom. Therefore, all my activities are student-centered, and I mainly use teaching methods such as learning plan assistance, stimulating interest introduction, problem guidance, induction and comparison, inquiry and discussion, expansion and extension to promote teaching generation.

Focusing on the image of "Mu Ye", this paper makes students fully contact with the text, combines speed reading with intensive reading, and makes full use of the methods of drawing circles, substituting contrast and scenario imagination to understand the beauty of poetic language and appreciate its suggestive characteristics.

Verbs (abbreviation for verb) class hours and teaching AIDS This article is a self-reading text. Electronic whiteboard is used as an auxiliary tool when planning class hours.

Sixth, talk about the teaching process.

The teaching process is not only a process of reading and appreciating texts, but also a process of improving students' Chinese ability, establishing the consciousness of learning subject and learning the learning method of inquiry and cooperation. Combined with the characteristics of this lesson, I designed the following links:

(1) Prepare a study plan before class, so that students can read the text once before class, especially sections 4-6, and fill in the comparison table. Because the text is long and there are many notes quoting poems, students need to be fully exposed to the text. In order to ensure the effectiveness of preview, the study plan table is designed, which also leads to the key part of classroom appreciation. )

(2) Stimulate interest and introduce questions: What is your first impression of this article after reading the text?

According to the students' answers, guide thinking: What is the function of quoting a large number of poems of ancient poets in the text? The author, Mr Lin Geng, is a poet. When I was studying in the Chinese Department of Tsinghua University, my graduation thesis was his first new collection of poems, Night. Later, he published poems such as Beiping Love Song and Hibernation Song, which were praised as bringing "a kind of beauty in the late Tang Dynasty" to the poetry circle. As a poet and scholar, Lin Geng's research on the history of China literature is unique. In the study of ancient poetry, the most famous arguments he put forward are "the atmosphere of the prosperous Tang Dynasty", "the spirit of teenagers", "the feeling of clothes in cloth" and "the character of Jian 'an". Starting with students' first impression of the text, we can understand the characteristics of cultural prose from the formal characteristics and solve the problems by the way. Meteorology in the Prosperous Tang Dynasty and Jian 'an Style have narrowed the distance between the author and the students.

(3) Learning and exploration

1. Read the last part and circle the key words. Change the reading order, start from the last paragraph, refine the ideas of the article, and achieve the purpose of outlining. )

2. Group activities, improve the form in the preview homework, and compare and summarize the differences between the artistic images of "wood" and "tree".

3. By comparing with "falling wood", we can fully understand the image of "Konoha".

4. Explore the writing purpose of the article and understand the suggestibility of poetic language.

The combination of autonomous learning and cooperative learning can train students' ability to extract key information from the text and compare, summarize and analyze it.

(4) Expand the suggestive practice of thinking about different images of "water" in the poem, and answer questions according to the model given by the teacher. This poem is the poet's expression of ()' s feelings through the suggestibility of images on the occasion of ().

The uniqueness of this unit lies in applying what you have learned. The purpose of the design is to apply what you have learned. By imitating the method of "speaking like a book" in this paper, the similar phenomena in poetry are analyzed. )

(5) The suggestive images such as "wood" and "water" are numerous in ancient poems, such as the moon, pine trees, chrysanthemums and geese. I hope that students can collect and sort it out, and I hope that you can use what you have learned today to understand poetry and communicate with poets.

(6) Homework Finish the remaining two exercises about "water" in the study plan. (Homework arrangement still focuses on applying what you have learned)

Seven, say blackboard writing design

Writing on the blackboard should present the classroom content in front of students concisely and clearly, and help students grasp the key points of the article. My blackboard design is as follows:

Wood ——————————— Open Shu Lang.

Conceptually, it is similar. The suggestive artistic image is thousands of miles away.

These trees are full and dense.

Lecture Notes on "Speaking Mu Ye" in Chinese 2 I. teaching material analysis

Poetry is the art of passion and imagination. Only when you read it with your passion and imagination will the feeling of poetry gush out. Reading Mr. Lin Geng's "Say Konoha", I first thought of such a passage. As Mr. Lin said, our ancient poets were "sensitive and cultured". They seem to have infiltrated profound aesthetic and psychological principles and created a subtle poetic language that is resistant to human "touch". It is impossible for this language to give a "scientific" answer.

Mr. Lin's conclusion in On Poetry is that poetic language is suggestive. "This suggestibility seems to be the shadow of the concept, often hidden behind the concept" and becomes a kind of "potential power". The poet "interweaves these potential forces with the meaning in the concept, thus becoming a colorful and lasting expression" and becoming a fascinating "exquisite" poetic language. Between reciting, those "potential forces" unconsciously influenced the readers, and the infection inspired the readers, making people feel smart and see through Wan Li. For example, the word "konoha" in the article literally means "tree" and "konoha" means "leaf". But "wood" has the shadow of common "wood" and "board". "This potential image often affects us to think more about the trunk and less about the leaves", so there is a trace of "fallen leaves" and a trace of color-"it may be yellow, and it may feel dry rather than wet. As a result, the poem "Konoha" has "the breath of the whole autumn", and it even "seems to hear the sigh of leaving people and think of the wandering of the wanderer". This is the difference between "konoha" and "leaf". Mr Lin Geng is well versed in poetry. This paper debunks the mystery of poetry creation and appreciation, and unveils the mystery of poetry. Under the influence of a kind of "potential power", we will unconsciously understand the profound truth and walk into the palace of poetry.

Second, the exploration of teaching methods

1, group discussion. Take "question-answer-understanding" as the line, perceive the full text and grasp the essence of the article.

2. Improve the ability of poetry appreciation through the practice of poetry appreciation.

Third, teaching design.

Based on the above analysis, it is determined that the teaching purpose of this article is:

1. Understand the meaning of the image of "konoha" in China's ancient poems;

2. Understand the potential suggestive features of poetic language;

3. Cultivate students to grasp the emotional color expressed by images in poetry and improve their poetry appreciation ability.

The key and difficult point of teaching is to guide students to practice poetry appreciation by using the knowledge and truth expounded in this paper.

Teaching steps:

First, the introduction of new courses.

Du Fu, a great realistic poet in the Tang Dynasty, has two famous sentences in his poem Ascending the Mountain: "Leaves fall like waterfalls, but I think the long river always rolls forward". Do the students know what "falling wood" means here? (After the students made clear the meaning of "fallen wood" or "fallen leaves") Then why didn't Du Fu say that "leaves rustle endlessly and the Yangtze River rolls in"? "What's the difference between" wood "and" leaf "? Let's read Lin Geng's Konoha to solve this mystery.

Second, the overall perception grasps the full text (understanding the full text with "seeking doubt-answering-understanding" as the main line)

1. Discuss in groups of four, find out the interrogative sentences that you think can express the context of the article and sort them out.

2. Find the answers to the above questions in groups.

Problem design:

(1) The language of poetry is suggestive, and those subtle meanings are often implicit. To appreciate poetry, we should not only appreciate its meaning, but also appreciate its meaning. From the text, what are the similarities and differences between "wood" and "tree"?

Inquiry learning: Literally, "wood" is "tree", the general name of woody plants. And "wood" is the concept of "tree", which has the general shadow of "wood", "wood" and "board", which makes people think more of trunk and excludes "leaves" from the sparse image of "wood", so "wood" gives people the feeling of falling leaves. As for the "tree", it has lush branches and leaves, and both it and the "leaf" can give people a thick dark association.

(2) It is said that the suggestibility of poetic language seems to be the shadow of the concept and becomes the potential power of language image. When these potential forces are intertwined with the meaning in the concept, they become colorful words. What are the different meanings of "leaves" and "konoha" and "konoha" and "fallen leaves"?

Inquiry learning: the images of "leaves", "trees" and "leaves" are not mutually exclusive, but also attractive, giving people a feeling of lush foliage and green shade everywhere; And "Muye" naturally has a yellowish and dry feeling of fallen leaves, which brings the breath of the whole clear autumn, and even makes people seem to hear the sigh of leaving people and think of the wandering of wanderers. "Konoha" belongs to the wind, not to the rain, to the clear sky, not to the gloomy cloudy day, and is a typical clear autumn character. "Muye" is the unity of "wood" and "leaf", the interweaving of sparseness and density, and it is a beautiful image that is far away and affectionate. And "fallen leaves" are more spacious than "konoha", and it even washes away the little meaning reserved by the word "leaf".

(3) Paragraphs 4 and 5 are the central paragraphs of the text. What are the artistic features of "wood" in image?

Inquiry learning: "wood" has two artistic characteristics in image: first, "wood" is simpler than "tree" and seems to contain a deciduous factor; Secondly, "wood" not only reminds us of the trunk, but also brings the color implied by "wood", which may be yellow and may be dry rather than wet to the touch.

(4) What is explained in this paper is the suggestibility of poetic language, but the title is "Say' Muye'". What do you think if it is changed to "talk about the suggestibility of poetic language"

Inquiry learning: If the topic is "On the Implication of Poetic Language", then the whole article will change its thinking, and it may be discussed from a theoretical point of view, and I am afraid it will be written into an academic paper with strong theory. The title is "Say' Konoha'". In this paper, the image of' Muye' in ancient poetry is selected as the topic. From the introduction of ancient poetry to the exploration of the meaning in the structural arrangement, the factors that ancient poets consider washing words are excluded first, and then the factors that contain fallen leaves are discovered from autumn scenery. Finally, the suggestive problems of poetic language are touched and explained. In this way, the profound literary theory is attached to and penetrated into the reading and pondering of the poem Mu Ye, and deepened step by step to explore its subtlety, which not only embodies the author's scientific attitude, but also conforms to the reader's reading psychology. The proposed topic of "Say' Konoha'" should be a highlight of this article.

(5) The author of the text is not only a scholar who knows the wonderful way of poetry, but also a master who swims in the ocean of poetry. This paper quotes a large number of ancient poets' poems about "Mu Ye", trying to find out how this plays an explanatory role.

Inquiry learning: first, as an introduction, it leads to discussion topics; Second, as an example, the analysis is well-founded; The third is to adjust the style of writing and increase the cultural connotation of the article.

From the text, what are the similarities and differences between "wood" and "tree"? What did you learn from it?

Third, explore reading comprehension.

As long as the word "wood" is mentioned, everyone will think of the withered trees in the autumn wind, which will arouse people's sentimental feelings. By analogy, many images have formed relatively stable emotional colors in the long-term cultural process, and poets often use them to express similar or interlinked feelings. There are many intriguing images in ancient poetry, which, like "leaves of wood", have become subtle languages that are difficult to express.

Homework; We can take the images commonly used in ancient poetry as examples, such as the moon, pine, plum, orchid, bamboo, chrysanthemum and so on. Have a purposeful appreciation of poetry and appreciate the subtleties of poetry carefully.

1. There are many intriguing images in ancient poetry, which, like "leaves of wood", become subtle languages that are difficult to express. Please appreciate the "moon" image in ancient poetry according to the implicit theory of poetic language explained in this paper.

Research methods: (1) Collecting ancient poems about "Moon"; (2) Class communication. (3) Appreciate the research and write a short paper.

Must-read works: short songs by Cao Cao, Stone Town by Liu Yuxi, Jiangchengzi by Su Shi? On the twentieth day of the first month, I remember my dreams day and night. When will there be a bright moon? Zhang Jiuling's "Looking at the Moon and Thinking Far", Li Bai's "Thinking on a Quiet Night", Du Fu's "Remembering Brothers on a Moonlit Night", Meng Jiao's "Farewell to Ancient Hatred", Wang Anshi's "Boating in Guazhou" and so on.

2. The subtlety of poetic language lies in its suggestibility, but suggestibility will also have a negative impact on poetic creation. Mr. Zhu Guangqian, an aesthete, once said: "Associative meaning is also the most easily misused, leading to abuse." Associated with habits, habits are always willing to take the familiar road, with the least resistance and the greatest attraction. If you walk alone, everyone will follow, and the more you walk, the smoother it will be, the more vulgar it will be, and there will be no novelty. ..... Beauty is' Liu Mian' and a scholar', while talented people are' people who have learned five cars and become great talents'; Talking about scenery must be' spring flowers and autumn moon', and farewell cannot be separated from' Liu' an Baqiao'; Business has a "dead wood legacy". Until now, printing books with type is still the practice of "Fu Zi". "Later generations were influenced by Qu Yuan's poem Mu Ye, so" once used, practice makes perfect "is a kind of abuse? Are there any similar common images in ancient poetry? Please find out and study it specially.

Research methods: (1) Read ancient poems and find one or two common images; (2) Comparative reading.

(3) Hold a poetry appreciation reading club: poetry biography, 300 Tang poems and 300 Song poems. 3. In China's poems, there are many images with relatively stable emotional colors. Poets often use them to express similar or interlinked feelings, but sometimes they are organized in different image systems to express different or even opposite feelings. For example, there are countless "Mei" in ancient poems, and the feelings expressed are not consistent. Please find some and try to analyze and communicate.