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学习杜甫《咏怀古迹》(群山万壑赴荆门)这首诗时,学生对昭君和亲值不值议论纷纷,虽然课堂上也点拨出和亲对民族和解的意义,但是学生情感上有隔膜。理性认知不是自己感受可思考出的,学生体认不到“和”作为中国传统文化的魅力。于是,就以王昭君和亲的评价为例,我组织了一次跨文体、跨学科的“和文化”专题阅读研究性学习活动。在图书馆阅览室,以读书小组的方式,用两个课时,在两周内完成。一、推荐阅读和网上自我检索相结合,阅读关于王昭君的诗句。1.李白《王昭君》:昭君拂玉鞍,上马啼红颜。
When studying this poem of Du Fu’s “Yonghuai Monuments” (where all the mountains and valleys went to Jingmen), students expressed dissatisfaction with Zhaojun and his relatives. Although the class also delineated the meaning of pro and reconciliation towards national reconciliation, the students had a sentimental feeling. Rational cognition is not something you can think of, and students can not recognize the charm of traditional Chinese culture. So, taking the evaluation of Wang Zhaojun and his relatives as an example, I organized an interdisciplinary and interdisciplinary study on “” and “culture” topics. In the library reading room, reading group by way of two hours, completed within two weeks. A combination of recommended reading and online self-search, read the poem about Wang Zhaojun. 1. Li Bai, “Wang Zhaojun”: Zhaojun Fu Yu saddle, hit the horse roots.