古诗词巧妙运用语言文字，营造出诗歌独有的意境。然而历年来在语文教学实践中，将关注点过多地放在诗人生平、诗中典故等延伸内容之上，对于构成古诗词的语言文字本体有所忽视。基于《义务教育语文课程标准（2022年版）》及《普通高中语文课程标准（2017年版）》强调的以语言理解运用为基础的理念，我们应让教材中的古诗词教学回归语言艺术教学，彰显古诗词语言艺术教学的工具性与人文性。

在部编版《语文》教材中古诗词占据重要篇幅，其中唐诗约占古诗词的一半内容，杜甫诗共收入15首，约占唐诗总数的20%，且杜甫诗用语精炼、句式巧妙，因而选取教材中的杜甫诗作为古诗词语言艺术教学的切入对象，具有可行性及示范意义。

Ancient poems make skillful use of language and text to create the unique mood of the poem. However, over the years, in the practice of language teaching, too much attention has been paid to the biography of the poet, the allusions in the poem and other extensions, to the neglect of the linguistic text that constitutes the ancient poems. Based on the concept of language comprehension and application as emphasized in “Chinese Curriculum Standard for Compulsory Education” (2022 Edition) and “Chinese Curriculum Standard for Ordinary Senior High Schools” (2017 Edition), we should let the teaching of ancient poems in the textbooks return to the teaching of language arts, and highlight the instrumental and humanistic nature of the language arts teaching of ancient poems.

Ancient poems occupy an important part of Ministry-Edited Chinese textbooks, in which Tang poems account for about half of the content of ancient poems, and Du Fu's poems include a total of 15 poems, which account for about 20% of the total number of Tang poems, and Du Fu's poems are refined in terms of phrasing and skillful in syntax, so that it is feasible and exemplary to choose Du Fu's poems in the textbook as the entry object of teaching ancient poems in the language arts.