Li Bai's Ancient Poetry Teaching Plan of Guan Shan Yue

Answer 1

##1. Teaching objectives
1. Knowledge and Skill Target
- The student can recite the entire poem "Moon of Guan Mountain" skillfully.
- Understand the meaning of the key words in the poem, such as "Guan Shan Yue","Tian Shan","Yu Men Pass","Shu Ke", etc.
- Grasp the rhetoric and expression techniques in the poems and experience the vigorous style of Li Bai's poems.
2. process, method, goal
- Through repeated recitation, the students could feel the beauty of the rhythm of the poem and improve their reading ability.
- Students were guided to analyze the structure of the poem and understand the poet's thoughts and feelings.
3. Emotions, attitudes, values, goals
- He experienced the feelings of the soldiers guarding the border and their wives at home, and the pain that the war brought to the people.
- To stimulate students 'interest in ancient frontier poems and cultivate students' literary attainments.

##2. Difficulties in Teaching
1. * * Teaching Focus **
- Understand the content of the poem and grasp the theme of the poem.
- Appreciate the artistic conception and artistic features of the poem, such as the magnificent and magnificent first four sentences.
2. * * Teaching Difficulties **
- The poet's complex attitude towards war expressed in the poem reflected the cruelty of war without pure condemnation or praise.
- To understand the way the soldiers guarding the border and their families 'feelings of missing were reflected in the poem.

##3. Teaching Method
1. reading method
- Ask the students to read the entire poem over and over again to perceive the rhythm and rhythm of the poem as a whole.
2. question-leading method
- He raised a series of questions to guide the students to think about the meaning of the poem. For example, why did he say "out of Tianshan" in "The bright moon rises from Tianshan" and how to understand the tens of thousands of miles in "The wind blows for tens of thousands of miles".
3. group discussion
- The students were organized into groups to discuss the key issues in the poem, such as the theme of the poem, the method of expression, etc. Then, each group would send a representative to speak.

##4. Teaching process
1. Introduction (3 minutes)
- He talked about the concept of the ancient frontier fortress and the importance of frontier fortress poems in Tang poetry, leading to Li Bai's "Guan Shan Yue."
2. Author and background introduction (2 minutes)
- It briefly introduced Li Bai's life, his political aspirations, his wandering experiences, and the background of his era, including the border wars in the Tang Dynasty.
3. First Reading of Poetry, Overall Perception (5 minutes)
- The teacher read the whole poem and asked the students to pay attention to the pronunciation, rhythm and intonation.
- The students read aloud freely and combined it with the notes after class to understand the general meaning of the poem.
4. Studying Poetry (20 minutes)
- Analyzing the structure of the poem:
- The first four sentences: Guide the students to imagine the bright moon rising from the Tianshan Mountains, amidst the vast sea of clouds. The vast frontier fortress depicted by the long wind that blew for tens of thousands of miles through the Jade Gate Pass was vast in space. Explain the meaning of the words "Tianshan" and "Yumen Pass", and analyze the role of these four sentences in the poem, such as creating an atmosphere and eliciting the feelings of nostalgia.
- The middle four sentences: Explain "Han Xia Bai Dengdao, Hu peep at Qinghai Bay." The historical allusions from the "Land of War, No One Returns", such as "The Siege of Baideng", allowed the students to understand the cruelty of ancient wars and how these sentences described the scenes of war.
- The last four sentences: "The garrison looked at the border town, thinking of returning to the bitter face." On this night in the tall building, I sighed that I should not be idle. The homesickness of the soldiers guarding the border, as well as their thoughts of their wives at home and their thoughts of their wives missing them at home, experienced the delicate emotions in the poem.
- Analyzing the artistic features of the poem:
- To explore the artistic conception of the poem: Let the students describe the picture that appears in their minds after reading the poem. The whole poem is like a long scroll of a frontier fortress, composed of three parts: the moon on the mountain, the sorrow on the battlefield, and the nostalgia of the garrison.
- Appreciate and analyze rhetorical devices: For example, the intertextuality in the poem, understand the similarities between "the bright moon during the Qin and Han Dynasties" and "the place where the war was fought, but no one returned" in expressing the continuity of the war from ancient times to the present.
- Experiencing the style of the poem: Comparing the frailty and sorrow of ordinary poets who wrote about the feelings of missing their wives, analyze the vigorous and natural style of Li Bai's poem.
5. Thematic discussion (10 minutes)
- He guided the students to think about Li Bai's attitude towards the war expressed in the poem. Was it condemnation or praise, or was there other more complicated emotions?
- The poem reflected the pain that the war brought to the soldiers and their families, as well as the social significance behind this pain.
6. Class summary (3 minutes)
- It summarized the content, structure, artistic features, and theme of the poem, emphasizing the unique value of Li Bai's "Moon on the Mountain" in frontier fortress poems.
7. Assignment (2 minutes)
- Students were required to recite the entire poem and write a short essay of 200 - 300 words to analyze one of the techniques used in the poem.