古诗词教学是语文教学的重要组成部分，对于学生语文素养的形成、良好人格的塑造以及传统文化的传承有着非常重要的作用。农村初中的古诗词教学长期边缘化、滞后化，无视农村学生的特殊性和可塑性，无视古诗词本身的丰富性和复杂性，一贯采用“读读背背抄抄写写”的机械训练模式，磨灭了学生的学习兴趣，淹没了古诗词的情感内涵。本文试图在理论和实践相结合的基础上，探索农村初中古诗词的教学策略，唤醒学生的母语意识和文化情感，将古诗词教学推向深入。本文从农村教育现状与对策出发，探索农村古诗词教学的方向和目标；通过向学生发布调查问卷，了解并分析农村初中学生古诗词学习的情况和教学中存在的问题。着眼于教学现状，整体构想，通盘考虑，从贴近学生生活的古诗词和脱离学生生活的古诗词两方面着手，确定不同的教学着力点。根据学生情感世界荒疏的实际情况，引入情感教学，挖掘古诗词中常见的四种情感类型，包括深沉热烈的爱国情怀、温暖醇厚的挚爱亲情、志同道合的深挚友情、和忠贞不渝的纯美爱情。调动学生的情感体验，去体味古诗词的中蕴藏的丰富感情。在实际教学中，通过激发兴趣，唤醒情感；知人论世，理解情感；炼析字词，品味情感；把握意象，体会情感；读写结合，内化情感等策略，带领学生一起品味古诗词的情感之美，让古诗词的花朵绽放在学生心中。

As an important part of Chinese language teaching, Classical Chinese Poetry plays a key role in developing students’ literacy, shaping their moral quality and inheriting traditional Chinese culture. Yet it should be noted that there are some problems in Classical Chinese Poetry teaching in rural area. Being chronically marginal and lagging behind urban education, ancient poetry teaching in countryside fails to take into account not only the richness and complexity of the poems but also the uniqueness and plasticity of local students. Instead, the teaching methods are mainly mechanical requiring students to learn by rote, which would destroy their learning interests and ruin the motion connotation of ancient poetry. Based on combination of theory and practice, this dissertation explores in depth the Classical Chinese Poetry teaching strategies in rural area in order to rouse students’ consciousness of mother tongue and cultural emotion. It first looks at the current education status and policies to identify the research area and teaching targets. Then, it describes students’ learning situation and analyzes learning problems by doing a questionnaire. With an overall vision in present teaching status, it emphasizes on two primary aspects-poems that are close to real life and poems that are far away from real life to set the important teaching points. Affection teaching methods are adopted to evoke students’ emotional experiences and enrich their emotional world, which look at four types of common affection, that is, patriotism, kinship, friendship and love. In the practical teaching process, awaken the emotion by arousing the interests; understand the emotion by contextualizing the poet, appreciating the emotion by analyzing the diction, empathizing the emotion by realizing the metaphor. Guide the student to vividly taste the emotional beauty of the classic poetry by reading and composing, also by empathy and bonding. May the flower of poem flourish in students’ heart.