The Spiritual Character Of Su Shi’ Huangzhou Production And Their Teaching

The third year of Northern Yuanfeng of Northern Song Dynasty, Su Shi lived in exile to Huangzhou because of WuTai Case, his huanzhou period has a far-reaching influence on development of Sushi’s life and literary creation. From the personal development, positive confucian thought of going into the society gradually faded, detachment broad-mindedness Buddhist thought into the mainstream. From the literary creation, his Huanzhou period peak, Su Shi’s literary creation at this time is to the top, his work number increased quickly, the quality is better. His works in Huangzhou has a very high place in the middle school Chinese teaching, Chibi to meditate on the past, Don’t listen to wear Lin Ye Sheng shot, Orchid buds below short leaching stream, Temple night remember bearing day, Red cliff and other classic chapter multiple versions have been elected to the middle school language teaching material. Due to his prominent meaning to Su Shi, many predecessors research him, but most of them study him around his ideological changes and literary creation, the teaching value of one or two aspects which are isolated and relatively closed. This article is focus on this point and tries to integrate creation and teaching which are created during the period of Huangzhou. The article clarified his spirit development and performences during the period of living in Huangzhou from three levels:"close, joy", "characters are not sadness to", "broken cocoon into a butterfly, broad-minded unruly". Then analyze him from two aspects of significance of moral emotion and literary text in detail from his works created during the time living in Huangzhou during the personality spirit and the significance and value of classic Chinese teaching in middle school. To discuss the literary creation, advocating personalized text meaning,we learn it from lead unconstrained ci school songwriting prose two aspects.To study oral emotion meaning,we study it from the positive and enterprising consciousness, regardless of the gain and loss of attitude, studying the responsibility of the people concern.Finally, we learn to understand his work during Huangzhu on the basis of the first two chapters of advocacy with ZhiRenLunShi method, text, reference method, image analysis and other scientific methods. So that I can state teaching design case, his ideas among Huangzhou period, creation the teaching in a whole, and make the three aspects linked to each other.