【设计说明】一、把消除语言障碍和鉴赏整合起来。消除语言障碍通过学生质疑来实现;在消除语言障碍过程中适当嵌入鉴赏,它通过学生活动和师生互动来实现。例如,“泪痕莫滴牛衣透”中“牛衣”的意思,按照注释,寓意贫穷。但是这里化用“牛衣对泣”的典故,和下文“数天涯、依然骨肉,几家能够?”相关联,隐含着夫妻相互支撑,亲人共渡难关的信息。这需要师生一起,共同鉴赏探究。二、一般说来,诗歌鉴赏课如果更多放开 【Design】 First, to eliminate language barriers and appreciation of integration. Elimination of language barriers through student questioning to achieve; in the process of eliminating language barriers embedded Appreciation, it is through student activities and teacher-student interaction to achieve. For example, the meaning of “tears mo Mo cattle through” “in ” cowboy “meaning, according to the note, implies poverty. However, here the story of using ”cowboy to weeping“ is related to the information below that ”a few ends of the world, still flesh and blood, and a few can?" Imply the mutual supportiveness of the couple and their relatives. This requires teachers and students together to appreciate exploration. Second, in general, poetry appreciation classes if more open