穿越时空的对话——五年级语文学科活动
穿越时空— 五年级语文学科活动 —近日，上海金山杭州湾双语学校五年级语文组
围绕古典名著《三国演义》整本书阅读活动，开展了一场别开生面的跨学科探究活动。
同学们以小组为单位，选择书中自己感兴趣的人物，对比正史记载与小说形象之间的异同，
并深入探究罗贯中笔下艺术加工的创作意图。
活动伊始，各小组便投入了热烈的讨论与资料查阅之中。从“鞠躬尽瘁”的诸葛亮，到“义薄云天”的关羽，再到“奸诈多疑”的曹操，一个个鲜活的三国人物成为了同学们研究的主角。
在对比探究的过程中，同学们发现了很多有趣的差异。例如，有小组汇报称，课文《草船借箭》的真正主角也并非诸葛亮，而是孙权；另外有小组关注到关羽的“温酒斩华雄”，在正史中实际斩杀华雄的是孙坚；也有小组关注到在长坂坡七进七出的“常胜将军“赵云在正史中虽是勇猛忠诚的将领，但远没有《三国演义》中那般地位显赫，其情节存在艺术夸张的成分。“白脸奸雄”曹操属实冤枉，《三国演义》中“献刀”和“梦中杀人”是作者罗贯中的虚构情节，在正史中并无记载。还有小组指出马超有“吕布之勇，相貌堂堂”也是小说艺术加工的结果，在正史中马超归顺刘备后并未获得太多实权，也未独立领兵立下大功。同学们敏锐地捕捉到这些不同，并尝试分析作者罗贯中“改写”背后的用意。
同学们通过查阅资料、小组讨论，不仅锻炼了信息搜集与整合能力，更从文学创作的角度理解了文学作品与历史真实之间的关系。一张张图文并茂的海报凝聚了孩子们对古典文学与历史的初步思考。
此次海报制作活动，不仅激发了学生们阅读经典名著的浓厚兴趣，更在他们心中播下了思辨与探究的种子。这场穿越时空的对话，让古老的三国故事在孩子们的笔下焕发出了新的生机。
At the outset, each group engaged in lively discussions and research. From the “utterly devoted” Zhuge Liang and the “righteous as the heavens” Guan Yu, to the “treacherous and suspicious” Cao Cao, the vivid figures of the Three Kingdoms became the focal points of the students’ exploration.
During their comparative research, the students uncovered many intriguing discrepancies. For example, one group reported that the true protagonist of the textbook story “Borrowing Arrows with Straw Boats” was not Zhuge Liang but Sun Quan. Another group noted that while the novel features Guan Yu slaying Hua Xiong over a cup of heated wine, historical records attribute the deed to Sun Jian. Yet another group observed that Zhao Yun, the “invincible general” who famously charged through Changban Slope seven times, was indeed a brave and loyal commander in history, but far less prominent than his novel counterpart—his feats in the book contain elements of artistic exaggeration. Regarding Cao Cao, the “white-faced villain,” the students found that episodes such as “presenting a dagger” and “killing in his sleep” were fictional inventions by Luo Guanzhong, with no basis in historical records. One group also pointed out that Ma Chao’s description as “having Lü Bu’s bravery and a striking appearance” is a result of literary embellishment; historically, after surrendering to Liu Bei, Ma Chao never wielded significant power nor led independent armies to great achievements. The students keenly identified these discrepancies and attempted to analyze the authorial intentions behind Luo Guanzhong’s adaptations.
Through researching materials and engaging in group discussions, the students not only honed their skills in gathering and synthesizing information but also gained an understanding of the relationship between literary works and historical reality from the perspective of literary creation. The richly illustrated posters embodied the children’s initial reflections on classical literature and history.
This poster-making activity not only sparked the students’ keen interest in reading classic literature but also planted seeds of critical thinking and inquiry in their hearts. This dialogue across time breathed new life into the ancient tales of the Three Kingdoms through the children’s creative expressions.
