像“春眠不觉晓,处处闻啼鸟。夜来风雨声,花落知多少”,像“床前明月光,疑是地上霜。举头望明月,低头思故乡”这样的课文,与其过多地讲授,不如变换花样让学生自己去反复诵读。比如利用晨会或课前时间,请学生上讲台朗读给全班同学听,朗读结束,再用自己的话讲出课文大意和诵读的感受;有条件的,让学生在家里朗读、录音,上课时教师抽签播放学生的朗读录音;还可以进行年级朗读比赛等等。在这样明白如话的诗词面前,教师任何自谓“精妙”的讲解不仅是拙 Such as “spring sleep do not know dawn, everywhere smell the birds. Night rain and wind, flowers know how much”, like “bedtime moonlight, the suspect is frost on the ground. To teach, it is better to transform the pattern for the students to repeat their recitation. Such as the use of morning or class time, ask students to read the class to read to the classmates, reading ends, and then use their own words to tell the meaning of the text and recitation; conditional, allowing students to read at home, recording, class time The teacher draws students' reading aloud recording; also can carry on the grade reading contest and so on. In front of such clearly understood poetry, any explanation by the teacher as ”exquisite" is not only clumsy