在古典诗歌写作中,诗人往往不采取直接表达情感的方法,而是借助意象含蓄表达情感。意象是诗人融入主观情感的客观物象,它是诗人抒怀的一种凭借。在意象教学中,教师往往会由意象内涵和分类两部分入手开展教学活动,极大限制了意象多层内涵作用的发挥。在高中语文教学中,教师要在把握意象内涵的基础上,多角度分析意象,以达到提高诗词教学效率的目的。一、感知意象,掌握诗词情感 In classical poetry writing, poets often do not adopt a direct way of expressing emotions, but use images to implicitly express emotions. Imagery is the objective image of the poet’s integration of subjective emotions. It is a poet’s ambition. In image teaching, teachers tend to start teaching activities by the connotation and classification of imagery, which greatly limits the function of multi-layer connotation. In the high school Chinese teaching, teachers should analyze the image from multiple perspectives on the basis of image connotation in order to achieve the purpose of improving the efficiency of poetry teaching. First, perceive images, master poetry emotions