中国古典诗歌是中华民族优秀的瑰宝，在中国古代文学的几种文体中，诗歌产生和成熟的最早，历史最长，发展相当充分，几千年来，古典诗歌一直不停地滋润着国人的心灵。同时国家也一直在大力提倡以及重视古典文化的学习与传承，古典诗歌在高中语文教学中的地位自是不言而喻。 自语文学科成立以来，我国无数的一线语文教育工作者在古典诗歌教学方面做出了许多努力与实践，成效显著。但就目前的高中古典诗歌教学而言，其研究大多集中于高中单篇诗文内容、教学方法、课堂实录的研究，对于小、初、高中教材之间的衔接联系研究较少；诗歌教学中教师仍占据课堂的主导地位，不敢放手，学生仍处于被动接受的状态；其次教学中选修教材利用少，讲的少且浅。中国古典诗歌本身就不是孤立存在的，有极强的互文性、多义性与言不尽意性，中国古典诗歌中有大量优秀的诗歌能够进行相互之间的例证、补充、对比联想阅读；同时对于高中阶段的学生来说，经过小学、初中阶段的学习，已经有了大量的古典诗词的积累，数量多、范围广。此外，通过近几年高考诗歌鉴赏考察趋势来看，诗歌教育更注重对学生迁移运用理解能力的考察，单一的答题技巧已经不再适用。从目前高中语文诗歌教学现状、考察趋势，我国古典诗歌自身的特性以及学生已有的认知结构而言，“以诗解诗”这一教学方法是适合并有利于高中生学习古典诗词，合理有效的运用这一教学方法能够真正培养学生的诗词鉴赏、审美能力。 在“以诗解诗”这一教学方法的具体实施上，本文借鉴了宋代学者严粲提出的方法，主要分为两大部分，即“以诗人之法解诗”和“以文学作品解诗”，前一种方法注重学生在学习中的主体地位，变被动为主动，转变自己的思考方式与读诗视角，尝试从诗人的角度去读诗、评诗，提高学生的诗歌素养。了解诗人作诗之法，将诗歌的基本意象、手法、意境内化为学生自己的文化储备；在此基础上转变学生的读诗之法，不再只是单纯的读者，而是尝试以诗人之眼关照，并借鉴其他诗人的评论进行阅读。后一种方法中的文学作品特指诗歌这一文体，强调诗与诗之间的联系，采用不同类型诗歌之间的联读，如同题材、同时期、同作者、同主题等诗歌的联读，以此来促进学生审美能力与鉴赏能力的提高。 最后本篇论文在此基础上提出了“以诗解诗”这一教学方法应遵循的原则：适度原则、精准原则以及循序渐进原则，同时从教师、学生、学校三个方面提出采用这一教学方法应注意的事项。

Chinese classical poetry is an excellent gem of the Chinese nation，In several styles of Chinese ancient literature,The earliest generation and most mature of poetry, the history is the longest, the development is quite full.For thousands of of years, classical poetry has been nourishing the hearts of the Chinese people.At the same time, the state has been vigorously advocating and attaching importance to the study and inheritance of classical culture, classical poetry in senior High school Chinese teaching status is self-evident. Since the establishment of Chinese discipline, countless front-line Chinese educators have made great efforts and practice in the teaching of classical poetry.But in the present high school classical poetry teaching, its research mainly concentrates on the high school single article poetry content, the teaching method, the classroom record research,For small, early, senior high school textbooks between the link between the research is less;In the teaching of poetry, teachers still occupy the leading position of the classroom, dare not let go, students are still in a passive state of acceptance;Secondly, most of the teachers do not speak or speak very little about the teaching materials.But the Chinese classical poetry itself is not an isolated existence, has the extremely strong intertextuality, the ambiguity and so on,There are a lot of excellent poems in Chinese classical poetry that can be illustrated, supplemented and compared with each other.At the same time for high school students, after primary school, junior high school stage of study, has a large number of classical poetry accumulation, the number of many, a wide range.In addition, through the recent years of college entrance examination of poetry appreciation trend, pay more attention to the students transfer the use of understanding ability, the single answer skills no longer apply.From the present teaching situation of high school Chinese poetry, to investigate the trend, the characteristics of Chinese classical poetry and the cognitive structure of the students, the teaching method of "poetry" is suitable and beneficial to the high school students to study classical poetry, and the rational and effective use of this teaching method can really cultivate students ' poetry appreciation and aesthetic ability. In the concrete implementation of the teaching method of "poetry with poems", this article draws on the method proposed by the Song Dynasty scholar YanCan.It is mainly divided into two parts, namely "to solve poems by poets" and "to solve poems with literary works",The former method pays attention to students ' subject status in study, turns passive into initiative, transforms their thinking mode and reading poetic perspective, tries to read poetry and comment poetry from the angle of poets;The latter method emphasizes the connection between poetry and poetry, and uses the joint reading of poetry to promote the improvement of students ' aesthetic ability and appreciation ability.On the basis of this, this paper puts forward the principles that should be followed in the teaching method of "Poetry with poems": moderate principle, precision principle, preparation principle and gradual principle.