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诗歌教学方法的单一,是普遍存在的一个问题。在教学过程中,如何才能解读好诗人通过文本真正想体现的内涵和思想情感呢?教师往往会从诗歌中的意象切入,孙绍振说:“意象不是独立的,而是群落式,其间有隐约相连的情感脉络,可称之为意脉。”“构成了一种‘象’断‘脉’连,若断若续,忽强忽弱,忽起忽伏的节奏……不同性质、不同强度的情致交替呈现,显示了诗人心潮起伏的节律,本来有点游离的意象群就此得以贯通。”笔者在教学《词二首》时尝试把这
The single teaching method of poetry is a ubiquitous problem. In the process of teaching, how can we interpret the connotations and emotions that the poets truly want to express through the text? Teachers often cut in from the images in poetry. Sun Shao-zheng said: “Images are not independent but are of a community type with vague Connected to the emotional context, which can be called the meaning of the pulse. ”“ Constitutes a kind of ’like’ broken ’pulse’ even if broken if continued, suddenly strong and weak, suddenly rising and falling rhythm ... ... of different nature, Different intensity of the alternating sentiment showed the ups and downs of the rhythm of the poet, had a bit of freedom of the image group to this through. ”The author in the teaching of“ the first two words ”try this