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在中国古典诗歌教学中,对诗歌情感的把握与对音韵之美的感受一直是不可分割的两个重要方面,但在教学实际中,我们却往往把它们割裂了,即使对音律美的教学也主要是从平仄押韵的层面来分析的,但对于中学生而言讲平仄规律显然要求过高了,难以实现。而音韵本身的特色就与诗歌情感表现及音律之美有着密切的联系,发音时嘴张口的大小、气流的通畅或受阻状况、发音的长短,也直接关系着诗歌的节奏旋律。如在诗歌的教学中引导学生结合音韵的发音特色来感受诗歌的情感表达和音韵之美,效果会更为直观。
In classical Chinese poetry teaching, the sentiment of poetry and the perception of the beauty of phonology have always been two important aspects that are inseparable. However, in the practice of teaching, we often separate them from each other. Even the teaching of temperament and beauty is mainly From the level of rhyme level to analyze, but for secondary school students plainly plain law is obviously too demanding, difficult to achieve. The characteristics of the phonology itself are closely related to the emotional expression and the beauty of the temperament of the poem. The size of the mouth, the unobstructed or obstructed air flow during pronunciation, and the length of the pronunciation are also directly related to the rhythm and melody of poetry. As in the teaching of poetry to guide students to combine phonetic pronunciation features to feel the emotional expression of poetry and phonological beauty, the effect will be more intuitive.