A summary of ancient poetry works

A summary of the selection of ancient poems

A summary of ancient poetry works

Summary of the work of the students' ancient poetry recitation competition in the primary school of Construction Engineering No.1 Middle School

China's ancient poetry is

The essence of our national culture is also a bright pearl in the treasure house of world culture and art. As carriers of national wisdom and national spirit, these classic ancient poems are the most precious wealth of human spiritual civilization and the soul and root of our Chinese nation. In order to stimulate students' interest in the classic of Chinese studies "Ancient Poems of China". In order to check and implement the work of reciting ancient poems assigned by the teaching and research section at the beginning of this semester, this competition was held specially.

The ancient poetry recitation contest is divided into four stages: the first stage:11.3-1.6 5438+0.7, which is mobilized by Chinese teachers and class teachers to encourage children to recite ancient poetry more; The second stage: 165438+ 10-165438+10/4, students in each class make good preparations and intensive training in ancient poetry; The third stage:165438+1October17-165438+1October 2 1 class. Each class selects two outstanding students to participate in the grade competition, which is organized by the class teacher or Chinese teacher. After each class competition, each class chooses a reading star: 1 class (1) Zeng Xinyi; Class 1 (2) Li Xinyue; One (3) class Cao; Class 2 (1) Du Runjie; Class two (2) Zhu Chenxi; 2 (3) Ban Huaze Peak; Wu of Class Three (1); Class 3 (2) Qin Xinyuan; Three (3) Banchumere; Class 4 (1) Li Hongbin; Four (2) class grandchildren; Four (3) class history; Wang Xinyu of Class Five (1); Five (2) class Liu; Yin of Class Six (1); Class 6 (2) Yu Zijuan; The fourth stage:165438+1October 24th-165438+1October 28th grade ancient poetry reading contest, and grade ranking selection. The judges of this period: the first-level judge, Zhou Ting, the second-level judge, Hou Min, the third-level judge Huang and Ji Jiangping, the fourth-level judge Wang Li and Yao, and the fifth-level judge. After the competition of each grade, 1 person selected the first prize of this grade: Zeng Xinyi, the first grade; Second grade Zhou Zikang; Qin Xinyuan in the third day;

Fourth grade Li Hongbin; Liu, grade five; Yin is in the sixth grade. Two second prizes in grade: Liu and Wang in grade one; Du Runjie and Hua Zefeng in the second grade; Wu He in the third grade; Fourth-grade Sun and Wang Sibo; Liu Tian, fifth grade; Zhu Liting in the sixth grade. 3 third prizes in grade: Li Xinyue, Hei Hongliang and Du Hanyu, senior one; Second grade Xu Xiaotong, Zhu Chenxi and Han Huiwen; Bai Jinhua, Mengmeng Sang and Chu Molei in the third grade; Fourth grade Wang Jinqi and Shi; Grade 5: Wang Xinyu and Yu Zijuan. Grade team award: 1 class (1) and class 2.

Class (1), class 3 (1), class 4 (3), class 5 (2), class 6 (1).

In this activity, I believe that more students will embark on the journey of "reading classics". "Interacting with sages and walking with truth" will encourage students to develop good habits of reading good books and form a strong cultural atmosphere in schools to carry forward Chinese excellent culture, read classics and build a harmonious and scholarly campus.

Personal summary, ancient poetry

The first chapter: personal summary of appreciation of ancient poetry (applicable to the new curriculum standard)

Appreciation of ancient poetry

First, appreciate the image

1. Character image

(1) a summary, image characteristics+social attributes (hermit; Working women at the bottom; Scholar)

(2) Analyze the sentences of the whole poem, and appreciate the descriptive techniques (side and front) if any.

(3) Summarize the feelings contained in the author's thoughts and images (express the author by shaping the image)

2. The image of things (in chanting poems)

(1) generally describes the image characteristics of things.

(2) Analyze the characteristics of the content sung in combination with poetry (which sentence explains which characteristics)

(3) Combined with the poet's thoughts and feelings, write the feelings entrusted by what he recited (expressing his will by entrusting things).

3. Landscape image

(1) In short, the poem describes a picture of+(season, place, event)+(what kind of atmosphere has characteristics, loneliness and desolation, magnificence, beauty, desolation and so on. ).

(2) Describe the scenery written in the poem in your own language and vivid language.

(3) What thoughts and feelings did the poet express?

2. Appreciate the language

1. Refine words, words and sentences

(1) Interpretation, the meaning of the word ""in the sentence is; Or special grammatical phenomena (such as noun usage) and rhetorical devices (personification, synaesthesia, turning ruthlessness into affection, turning quietness into action, etc.). ) the word ".

(2) Put the words back into the original sentence, describe the scene and point out the artistic conception set off by the words.

(3) What kind of thoughts and feelings the poet expressed and what kind of artistic effect he played.

2. Appreciate the language style

(1) points out the language features (depressed and frustrated [common Du Fu], beautiful and elegant, fresh and simple, concise and lively, unrestrained and sad).

(2) Analysis of related poems

(3) What kind of thoughts and feelings do you express?

3. Appreciation and expression skills

1. Lyric method

(1) direct lyricism (direct expression of feelings) (2) indirect lyricism (lyric by scenery, satirizing today by ancient times, lyricism by allusions [myths and legends, historical stories, predecessors' sayings], and lyricism by things).

Step 2 describe the method

(1) Front description and side description

(2) Real writing and imaginary writing (imaginary writing: fairy world, dream, death scene, imaginary future scene)

(3) Dynamic description and static description

(4) Description of color change (compare different colors, and pay attention when answering the scene description)

(5) Description of perspective change (topics can be set, such as: how to embody the word "Wang" in the whole poem; The scenery description is very hierarchical, please analyze it)

(6) Essays (generally not lyrical and argumentative, but often associated with simple and plain language style)

(7) Detail description (often action description and small scene description)

(8) Describe through different senses (smell, vision [pay attention to color words], sound [pay attention to onomatopoeia words], touch [pay attention to action words] and taste).

3. Rhetorical methods

(1) metaphor (pay attention to metaphor, clarify ontology and vehicle, and turn it into abstraction, turn intangible into tangible, and highlight the ability of things) (2) metaphor (pay attention to personification, quasi-object [human quasi-object, A quasi-object B])

(3) contrast (contrast, more prominent, expressing the author)

(4) Set off (positive and negative, dynamic and static, happy and sad, eternal and impermanent [common poetry], heartless and affectionate [paying attention to supporting things and expressing feelings], virtual and real, different colors)

⑤ Symbol (in chanting poems)

(6) Metonymy (a part of the whole, abstract concrete generation, replacing people with features)

(7) asking questions (opening the topic leads to the full text; Ask questions in the middle, connecting the preceding with the following; Ask questions at the end, deepen the theme and make people think)

(8) rhetorical questions (emphasizing tone and expressing stronger feelings)

4. Conception method

(1) If you want to rise first, you should suppress it, pave the way for the future, see the big with the small, make love with the scenery, and show your ambition with death.

Four. Evaluation of ideological content and attitude

1. The main thoughts and feelings of praising history and cherishing ancient poems (writing more about the past of the ancients, visiting historical sites and comparing ancient and modern times);

(1) Think calmly about history (lyrical and allusions)

(2) to express the ups and downs of the past (mostly contrast and contrast) (3) to express the feeling of vicissitudes of life and the passing of time (mostly natural and often lined with the impermanence of personnel [more common in the description of historical sites])

(4) Use the ancient times to satirize the present [or exhort] to express dissatisfaction and criticism of the real society, or to feel personal experience.

2. Landscape pastoral poetry (secluded) poetry (more description of natural scenery, more lyrical use of scenery, emotion in the scene, rendering atmosphere; There are many problems in describing the picture) Main thoughts and feelings:

(1) expressed his thoughts and feelings of being indifferent to fame and wealth and pursuing a leisurely and quiet life.

(2) Dislike and despise the dark social reality, and want to stay away from secular thoughts and feelings.

(3) Expressed love for nature and the mountains and rivers of the motherland.

(4) Expressed love for life and optimistic attitude.

3. Farewell poems (many mountains and rivers, also known as landscape farewell poems; Always cherish feelings in the scenery, render contrast, and set off sadness with music scenes) Main thoughts and feelings:

(1) expresses disappointment with friends, and shows inner sadness, infatuation and sadness.

(2) Expressed deep friendship with friends and praised them. Part II: Overview of ancient poetry works.

Summary of the work of the students' ancient poetry recitation competition in the primary school of Construction Engineering No.1 Middle School

China's ancient poems are the essence of our national culture and a bright pearl in the treasure house of world culture and art. As carriers of national wisdom and national spirit, these classic poems are the most precious wealth of human spiritual civilization and the soul and root of our Chinese nation. In order to stimulate students' interest in the classic of Chinese studies "Ancient Poems of China". In order to check and implement the work of reciting ancient poems assigned by the teaching and research section at the beginning of this semester, this competition was held specially.

The ancient poetry recitation contest is divided into four stages: the first stage:11.3-1.6 5438+0.7, which is mobilized by Chinese teachers and class teachers to encourage children to recite ancient poetry more; The second stage: 165438+ 10-165438+10/4, students in each class make good preparations and intensive training in ancient poetry; The third stage:165438+1October17-165438+1October 2 1 class. Each class selects two outstanding students to participate in the grade competition, which is organized by the class teacher or Chinese teacher. After each class competition, each class chooses a reading star: 1 class (1) Zeng Xinyi; Class 1 (2) Li Xinyue; One (3) class Cao; Class 2 (1) Du Runjie; Class two (2) Zhu Chenxi; 2 (3) Ban Huaze Peak; Wu of Class Three (1); Class 3 (2) Qin Xinyuan; Three (3) Banchumere; Class 4 (1) Li Hongbin; Four (2) class grandchildren; Four (3) class history; Wang Xinyu of Class Five (1); Five (2) class Liu; Yin of Class Six (1); Class 6 (2) Yu Zijuan; The fourth stage:165438+1October 24th-165438+1October 28th grade ancient poetry reading contest, and grade ranking selection. The judges of this period: the first-level judge, Zhou Ting, the second-level judge, Hou Min, the third-level judge Huang and Ji Jiangping, the fourth-level judge Wang Li and Yao, and the fifth-level judge. After the competition of each grade, 1 person selected the first prize of this grade: Zeng Xinyi, the first grade; Second grade Zhou Zikang; Qin Xinyuan in the third day; Fourth grade Li Hongbin; Liu, grade five; Yin is in the sixth grade. Two second prizes in grade: Liu and Wang in grade one; Du Runjie and Hua Zefeng in the second grade; Wu He in the third grade; Fourth-grade Sun and Wang Sibo; Liu Tian, fifth grade; Zhu Liting in the sixth grade. 3 third prizes in grade: Li Xinyue, Hei Hongliang and Du Hanyu, senior one; Second grade Xu Xiaotong, Zhu Chenxi and Han Huiwen; Bai Jin, grade three

China, Chu,; Fourth grade Wang Jinqi and Shi; Grade 5: Wang Xinyu and Yu Zijuan. Grade team award: 1 class (1) and class 2.

Class (1), class 3 (1), class 4 (3), class 5 (2), class 6 (1).

In this activity, it is believed that more students will embark on the journey of "reading classics", and "interacting with sages and walking with truth" will encourage students to develop good habits of reading good books, and form a "rich cultural atmosphere" in schools to carry forward Chinese excellent culture, read classics and build a harmonious scholarly campus. Chapter III: Overview of ancient poetry activities.

A summary of ancient poetry reading activities

In order to inherit and carry forward the excellent traditional culture of the Chinese nation, enhance national pride, let classic poems permeate children's lives, improve students' humanistic quality and lay a solid language foundation for their future development, the school launched a reading activity of Chinese ancient poems, including five of us.

(4) Students in the class actively participate in and carry out colorful activities, which become a beautiful scenery in the class. Through this activity, every student has benefited a lot. Specific practices are as follows:

First, there are various forms of reading.

When students recite, use audio-visual education to create an atmosphere for them to recite and guide them into a state like love. Combining classic reading with pictures organically, it has a unique charm for children to appreciate beautiful pictures and read classic ancient poems. According to the age characteristics of students, let them recite with appropriate actions and perform music at the same time, which will enhance the understanding of poetry and urge students to recite quickly and remember it firmly. It also adopts various forms of comprehensive recitation, such as deskmate competition recitation, group competition recitation, boys' and girls' competition recitation, and teacher-student competition recitation, which is flexible and diverse, greatly arousing students' enthusiasm for learning ancient poems, and students have mastered the methods of reciting ancient poems and enjoyed them in practice.

First, the introduction of poetic environmental layout

To carry out any activities, it is necessary to use the environment for comparison and rendering, especially for the first-grade primary school students, direct sensory stimulation is very necessary and important. So I wrote an article from the blackboard newspaper and opened up a column of "Ancient Poetry Corner".

Second, "singing before class" is closely related to the theme. In order to help students better accumulate ancient poems, our school requires students to recite a poem under the leadership of the monitor before each class, which adds to the cultural atmosphere of the school and class and indirectly cultivates students' routines.

Third, the first song has an evaluation.

Only inspection can be implemented, and only evaluation can promote it. I regularly organize students to exchange and recite poems. This can not only check the reciting situation, consolidate the reciting results, but also stimulate students' interest in reciting and make them stick to it for a long time.

Fourth, establish a reading card for ancient poetry.

In order to let students form the habit of accumulation, and also to record the ancient poems they have read, and to avoid the phenomenon that students forget them, I instructed parents to make a bookmark card for reading ancient poems and write down the name, author, dynasty and other contents of the poems. Every time a student recites an ancient poem at home, parents will record the name of the poem, make a bookmark card and insert it in the growth bag on the classroom culture wall. In this way, students can recite clearly, avoiding the phenomenon of back-mixing, and the teacher's spot check has effectively consolidated the students' poetry recitation. This also provides students with new exhibition opportunities and stimulates their enthusiasm.

V. Home-school contact and accumulation

In school, because of the great differences between children, I take the method of letting children read by themselves, without specifying the length and making rigid requirements, so as not to be overburdened. The role of schools and teachers is to guide, encourage and help to stimulate students' interest in reading through various forms. In addition to making good use of the resources in the school, we also use opportunities such as parent-teacher conferences to communicate with parents, strive for their support and cooperation as much as possible, encourage parents to participate in it, and let the book spread throughout the family.

Only by reading, reciting and memorizing a large number of ancient poems can primary school students fully absorb the essence of ancient poems, get the infiltration of ancient poems, and thus accumulate rich language materials. I believe that persistently letting students read ancient poems will definitely enhance their national cultural heritage and improve their Chinese literacy.

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