The Chinese syllabus requires senior high school students to "initially have the ability to recognize and appreciate literary works". Literary works naturally contain ancient poems, so almost every year there are questions about the understanding and appreciation of ancient poems in the college entrance examination. However, in actual teaching, this field has not attracted enough attention. Many teachers who know people and talk about the world only stay at the level of translating ancient Chinese words and phrases, or just content to recite some famous poems to fill in the blanks. Naturally, it is far from the "outline".

Although some teachers also guide students to appreciate ancient poems, they either skim over the water or read only and don't write, so students' hazy perception can't rise to a clear understanding, and the formation of appreciation ability can't be implemented. In my teaching practice, I realized that in order to improve students' ability to appreciate ancient poetry, we must pay attention to the following points in teaching:

First of all, we must accurately grasp the word "preliminary". Because the requirements for middle school students' appreciation are only "preliminary", they can't be expected to be as extensive and profound as experts and professors and conduct difficult theoretical discussions. For example, if you write about Li Bai, you only need to write "bold and elegant" and "clear water gives the lotus", and you don't have to be "super-intelligent" (Zhao Yi's Ou Bei Shi Hua), "what you say is what you want" (Liu Xizai's Art Outline); When we talk about artistic conception, we only say that "it is the artistic realm achieved by describing something in a work, and it is the result of the harmony and unity of the author's thoughts and feelings and the life picture of the work" (the high school textbook Appreciation of Ancient Poetry Art), and we don't have to talk about "image" (Wang Shizhen's Yi), "image" (Hu Yinglin's Poems) and "scene" (. Of course, "preliminary" can't just stay in the simple interpretation of poetic language.

Second, based on students' reality, help students overcome the differences of the times and understand the artistic conception of poetry with the help of image thinking. Due to the differences of the times, middle school students nowadays often have a great sense of distance from the artistic conception described in ancient poetry, which is difficult to understand. For example, the theme of parting, because the ancients can only travel by boat and horse, and today's means of transportation have improved, it is not difficult to travel in Wan Li, and it is not rare to meet and leave, so that "thousands of miles apart, each in one day" ("Nineteen ancient poems? Students may not fully understand the worries and sorrows such as "going on a trip again" and "your return date is uncertain" (Li Shangyin's Notes to a friend in the North on a Rainy Night). However, human emotions have many similarities. By thinking in images and putting themselves in the shoes with the help of associative imagination, students can often overcome the difficulties brought about by the differences of the times, deepen their understanding of the content of poetry, and thus gain aesthetic enjoyment. For example, "This Jiujiang official. My blue sleeves are wet. "How was Bai Juyi's psychological activity after he cried? If you put yourself in the other's shoes, it's not hard to imagine. He wanted to play the pipa girl, but he moved to the left to play a Jianghu geisha. How can he be forbidden from secular criticism? He wants to help her find out the whereabouts of the businessman, but how can the mercenary businessman heal the deep wounds of the pipa girl? He wanted to support her with some silver coins, but he was afraid of violating her noble personality. Moreover, the exquisite pipa is the music of heaven. How can he defile it with silver coins ..... At noon on the moon, the cold river wind rustled the reeds, and Jiang Tao let out a sad sigh. The pipa girl stood for a long time, bowed deeply to the poet and disappeared into the vast river with a boat. The poet's heartstrings were suddenly broken, and he had mixed feelings, but he didn't know what to do. Finally, he can only shout helplessly at the heavy night: how many beautiful lives you have swallowed!

Others, such as Qu Yuan's psychological activities in "Involved in the River", Bai Juyi's "Crying at Night", "Looking down at the sky and not saying anything", Jiang Kui's "Reading red medicine by the bridge, knowing who is born every year" and Su Shi's "Nian Nu Jiao"? "Life is like a dream" (is it really negative? ), etc. , so it is not difficult to understand.

Third, the combination of appreciation and analysis, from the analysis of language to grasp the artistic image. China's ancient poems are limited by rhythm and levelness, and the language is very elegant. The ancients paid special attention to "refining words", "winning meaning", "meaning beyond image" and "implication" in their poems, demanding that "plain words should be strange, vulgar words should be dangerous, old words should be new and plain words should be colorful" (Shen Deqian's poems). Although middle school students have a certain ability to read classical Chinese, their understanding of poetry language is still relatively weak. Therefore, the starting point for guiding them to write appreciation articles should not be too high. We should start with the analysis of language and characters, grasp key poems and artistic images. For example, the simple seven words "staccato" ... and then she reluctantly replied "not only described the movements, but also vividly described the contradictory and complicated psychological activities of the pipa girl-she stopped when she heard the voice of" ask "for the first time ("where do we follow the melody and ask the name of the player "); Then identify the meaning, so "desire language"; However, it is "late" for a broken heart to drift on the river after a long journey and dust. Seven words and three meals are meticulous, elegant and rich in connotation. Another example is the three-character verb "flying stones flying through the air, crashing into the shore, rolling up thousands of piles of snow", "wearing", "rolling" and "patting", which is full of vigor and vitality, and draws a magnificent picture of the Red Cliff of the Great River. Only by grasping these places, appreciating from the analysis and appreciating from the analysis can we accurately grasp the artistic image in the poem.

Fourth, teachers demonstrate and set an example. At present, there are few reference examples for students to write poems and appreciate articles. Expert papers are often lofty and unattainable; There are no ready-made examples in the teaching reference; All kinds of compositions are aimed at college entrance examination compositions. Teachers can fill this gap by writing in person. The teacher's article is like a ladder, one end is based on the students' reality, and the other end is based on the famous works. It may not have much academic theoretical value in itself, but who can deny that students who set foot on this ladder may make great achievements in the hall of academic theory in the future?