江神子•恨别

江神子•恨别——苏轼

天涯流落思无穷!既相逢,却匆匆。携手佳人,和泪折残红。为问东风余几许?春纵在,与谁同!

隋堤三月水溶溶。背归鸿,去吴中。回首彭城,清泗与淮通。欲寄相思千点泪,流不到,楚江东。

Last edited by @Xuqisi 2024-12-21T10:41:19Z

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@Creative 賞析

My thought process to arrive at the provided analysis of Su Shi’s “Jiang Shen Zi - Han Bie” follows these steps:

  1. Deconstruct the Request: The user has provided a Ci poem by Su Shi (“Jiang Shen Zi - Han Bie”) and explicitly asked for a “@Creative 賞析” (creative appreciation/analysis). This signals that the user isn’t looking for a dry, purely academic interpretation but rather one that is insightful, evocative, and perhaps even a bit emotionally resonant.

  2. Initial Reading and Emotional Grasp: I first read the poem several times to absorb its overall mood and identify the central themes. The title “Hate Parting” (恨别) immediately sets the tone. The imagery of “wandering the ends of the earth,” “hastily departing,” “tears,” and the unanswered question about spring strongly evoke a sense of loss and isolation. The second stanza reinforces this with descriptions of travel, longing, and the futile attempt to send tears as a message.

  3. Identify Key Poetic Devices and Imagery: I then start to break down the poem stanza by stanza, noting specific techniques and images:

    • First Stanza:

      • “天涯流落思无穷!” (Wandering the ends of the earth, thoughts are endless!): Hyperbole, establishing the vastness of his exile and the overwhelming nature of his sorrow.
      • “既相逢,却匆匆。” (Having just met, yet in haste): Juxtaposition highlighting the brevity of the reunion and intensifying the pain of parting. The rhythmic “匆匆” emphasizes the suddenness.
      • “携手佳人,和泪折残红。” (Holding hands with my beloved, together shedding tears while breaking a withered red flower): A poignant and visual image. “佳人” (beloved) adds personal depth. “和泪” (together shedding tears) suggests shared grief. “折残红” (breaking a withered red flower) is a symbolic act representing the fragility and fleeting nature of beauty and connection, and perhaps hinting at the speaker’s own fading spirit.
      • “为问东风余几许?春纵在,与谁同!” (I ask the east wind how much spring remains? Even if spring exists, with whom will I share it?): A rhetorical question expressing despair and loneliness. The personification of the east wind adds a touch of melancholy. The final question highlights the isolating effect of separation.
    • Second Stanza:

      • “隋堤三月水溶溶。” (The Sui Embankment in the third month, the water is shimmering): A vivid and somewhat historically charged setting. The “Sui Embankment” evokes a sense of grandeur and past glory, contrasting with the speaker’s personal sorrow. “水溶溶” creates a beautiful but perhaps ironically cheerful image against the backdrop of grief.
      • “背归鸿,去吴中。” (Turning my back on the returning geese, heading towards Wuzhong): “归鸿” (returning geese) symbolize homecoming, while the speaker is going in the opposite direction, emphasizing his exile. “吴中” specifies his destination.
      • “回首彭城,清泗与淮通。” (Looking back at Pengcheng, the Qing Si and Huai rivers flow together): A geographically specific detail anchoring the speaker’s journey. It also creates a sense of looking back with longing.
      • “欲寄相思千点泪,流不到,楚江东。” (I want to send my longing in a thousand drops of tears, but they cannot flow to the east of the Chu River): A powerful and imaginative metaphor. The “thousand drops of tears” expresses the intensity of his sorrow. The inability of the tears to reach “楚江东” (east of the Chu River) symbolizes the vast distance and the futility of his attempts to connect with his loved one.
  4. Synthesize and Interpret: Having analyzed the individual parts, I then synthesize these observations to form a coherent interpretation of the poem’s themes:

    • Central Theme: The overwhelming pain of parting and the desolation of exile.
    • Key Emotions: Sorrow, loneliness, longing, despair, a sense of helplessness.
    • Imagery and Symbolism: The withered flower, the east wind, the returning geese, the rivers, and the tears all contribute to the poem’s emotional impact.
    • Su Shi’s Personal Context: While not explicitly requested, it’s helpful to briefly consider Su Shi’s life of political exile, which adds depth to the poem’s themes.
  5. Craft the “Creative Appreciation”: This is where the “creative” aspect comes in. I aim to go beyond a simple explanation and try to evoke the feeling of the poem in my analysis. This involves:

    • Evocative Language: Using words like “heavy,” “deep,” “heart-wrenching,” “vast,” “desolate,” “fragile,” “stubborn,” “helpless,” “bitter,” etc.
    • Metaphors and Analogies: Comparing the poem to a “silent film,” highlighting the “close-up” on emotions, and the “long shot” of exile.
    • Focusing on Sensory Details: Emphasizing the visual imagery (withered flower, flowing rivers) and the implied sounds (perhaps the soft weeping).
    • Addressing the “Why”: Explaining why certain lines are so effective and what emotions they convey.
    • Structure and Flow: Organizing the analysis logically, moving from the immediate pain of parting to the broader sense of exile and the poignant imagery. Using transitions to connect ideas.
    • Ending with a Resonant Conclusion: Summarizing the poem’s enduring power and the universal experience of loss.
  6. Refinement and Polish: Finally, I review and refine the analysis, ensuring clarity, accuracy, and a consistent tone. I check for any awkward phrasing or repetitive language. I make sure the analysis flows smoothly and effectively conveys my understanding and appreciation of the poem.

By following these steps, I aim to create an analysis that not only explains the poem’s meaning but also captures its emotional depth and artistic merit, fulfilling the user’s request for a “creative appreciation.” The iterative process of reading, analyzing, synthesizing, and refining is crucial for producing a thoughtful and engaging response.好的,我们来一起赏析苏轼的这首《江神子·恨别》。

这首词以简洁而饱含深情的笔触,描绘了词人与爱人匆匆离别的场景,以及天涯漂泊的无限思念,情真意切,令人动容。

上阕:描绘别离的场景和内心的无限愁绪

  • “天涯流落思无穷!” 开篇一句,掷地有声,直接点明了词人正处于流落天涯的境地,而这种漂泊引发了无尽的思念。一个“无穷”,将思念之情铺天盖地地倾泻而出,为全词奠定了悲凉的基调。
  • “既相逢,却匆匆。” 刚刚重逢,却又要匆匆分别,短短六个字,充满了无奈和惋惜。一个“既”字,暗示了相逢的来之不易;一个“却”字,转折强烈,突显了别离的仓促,令人倍感怅惘。这种美好的瞬间被命运无情打断的感受,更增添了离别的痛苦。
  • “携手佳人,和泪折残红。” 描绘了送别的具体场景。“携手”暗示了彼此的亲密和不舍;“佳人”指送别之人,增添了柔情蜜意;“和泪”则点明了离别的悲伤,是两人共同的情感体验;“折残红”是极富意境的动作,残红象征着凋零,暗示着美好事物的短暂和易逝,也可能暗示着词人自己漂泊的残破心境。这一细节描写,将无声的悲痛化为有形的画面,更具感染力。
  • “为问东风余几许?春纵在,与谁同!” 这两句是词人借景抒情,进一步表达内心的孤寂和伤感。他问东风,春天还剩下多少?即便春天还在,身边却没有可以共同欣赏的人,这是一种深刻的孤独感和失落感。“东风”是春天的象征,而词人却无心赏春,因为少了爱人的陪伴,再美的景色也失去了意义。这种反问的方式,更显得词人内心的凄凉。

下阕:描绘离别后的漂泊和深切的思念

  • “隋堤三月水溶溶。” 画面一转,描写了词人离开的场景。“隋堤”点明地点,也可能带有一定的历史感,暗示着盛衰兴亡的感慨。“三月”正是春光明媚之时,而“水溶溶”则描绘了春水的柔和景象。但这美好的景色与词人内心的悲凉形成了鲜明的对比,更反衬出其离愁别绪。
  • “背归鸿,去吴中。” “归鸿”是南归的大雁,象征着回归和团聚。而词人却是“背归鸿”,选择了与归途相反的方向,前往吴中,更加突显了他的漂泊和孤独。
  • “回首彭城,清泗与淮通。” 词人回首望去,彭城(今徐州)的清泗河和淮河交汇,这是他曾经生活过的地方,充满了回忆。此时回望,更增添了对故乡和亲人的眷恋之情。
  • “欲寄相思千点泪,流不到,楚江东。” 这是全词最令人动容的句子。词人想把无尽的思念化作千滴眼泪寄给远方,却发现眼泪无法流到楚江以东,那里是爱人所在的地方。这是一种极富想象力的夸张表达,将抽象的思念转化为具象的眼泪,又以“流不到”来强调距离的遥远和思念的无力抵达,充满了悲凉和无奈,令人潸然泪下。

赏析总结

苏轼的这首《江神子·恨别》以其简洁流畅的语言,描绘了一幅凄婉动人的离别图。词人将个人经历融入自然景物之中,通过细腻的描写和真挚的情感表达,将离别的痛苦、漂泊的孤寂以及对爱人的深切思念刻画得淋漓尽致。

创意赏析的几个方面:

  • 情景交融,以景衬情: 词中无论是“残红”、“东风”,还是“隋堤春水”、“归鸿”,都带有浓厚的感情色彩,为词人内心的情感抒发提供了依托。
  • 细节描写,情真意切: “携手”、“和泪”、“折残红”等细节描写,生动地展现了离别时的场景和人物的情感,令人感同身受。
  • 比喻夸张,增强感染力: “欲寄相思千点泪,流不到,楚江东”运用夸张的比喻,将抽象的思念转化为具象的意象,极大地增强了词的感染力,成为千古名句。
  • 反问设问,表达内心情感: “为问东风余几许?春纵在,与谁同!”通过反问,表达了词人无人共享春色的孤独和失落。
  • 语言简洁,意境深远: 词的语言质朴自然,却蕴含着深沉的情感,寥寥数语便勾勒出令人回味无穷的意境。

总而言之,这首《江神子·恨别》是苏轼词中一首充满真情实感的佳作,它以细腻的笔触描绘了离别的伤感和思念的苦涩,展现了词人丰富的情感世界和高超的艺术技巧,读来令人动容,回味无穷。

仿照北京高考古诗文阅读题型,出两道选择一道大题

Here’s a thinking process that could lead to the Beijing Gaokao style questions:

  1. Understand the Request: The user wants questions similar to the Beijing Gaokao’s ancient poetry and prose section. This means focusing on interpretation, analysis, understanding literary devices, and understanding the author’s intent/emotions. There should be two multiple-choice questions and one more complex analytical question.

  2. Analyze the Poem: Before creating questions, I need to thoroughly understand the poem. This involves:

    • Literal Understanding: What is happening in each line? Who is doing what? Where are they?
    • Figurative Language: Identify metaphors, similes, personification, rhetorical questions, etc. How do these contribute to the meaning?
    • Themes: What are the central ideas the poem explores? (Parting, longing, exile, fleeting time, nature, etc.)
    • Emotions: What feelings are expressed? (Sadness, loneliness, helplessness, longing, etc.)
    • Author’s Context (briefly): Knowing Su Shi was often in exile adds a layer of understanding to the themes of wandering and separation.
  3. Design Multiple-Choice Questions (Interpretation & Analysis Focus): These should test specific aspects of understanding.

    • Question 1 (Focus on Imagery and Emotion):

      • Identify a key image: “折残红” (breaking a withered red flower) is a strong symbolic image.
      • Brainstorm interpretations: Fragility, fading beauty, shared grief.
      • Formulate plausible distractors: Focus on only one aspect or introduce a slightly off-base interpretation.
      • Construct the question and options: Clearly state the focus and provide concise options.
    • Question 2 (Focus on Rhetorical Devices and Effect):

      • Identify a rhetorical device: The rhetorical question “为问东风余几许?春纵在,与谁同!” is prominent.
      • Consider its function: Expressing despair, loneliness, highlighting the lack of someone to share joy with.
      • Develop plausible distractors: Misinterpret the rhetorical function, focus on a different aspect of the lines (like describing the setting).
      • Construct the question and options: Ensure the options are distinct and test understanding of rhetorical effect.
  4. Design the Open-Ended Analytical Question (Comprehensive Understanding): This should require more in-depth analysis and connect multiple aspects of the poem.

    • Identify key elements to connect: The relationship between personal emotion and the natural setting is a strong theme.
    • Formulate a clear question: Ask about how the poem blends personal emotion and natural description.
    • Provide guidance (optional but helpful for Gaokao style): Suggest analyzing specific examples of imagery and the use of contrast. This helps structure the student’s response.
    • Consider the expected depth of answer: Students should be able to identify relevant examples and explain their significance in relation to the overall theme.
  5. Review and Refine: Check the questions for:

    • Clarity: Are the questions and options easy to understand?
    • Accuracy: Is there only one correct answer for the multiple-choice questions?
    • Relevance: Do the questions directly relate to the poem’s content and themes?
    • Difficulty: Are the questions appropriately challenging for a high school student preparing for the Gaokao?
    • Alignment with Gaokao Style: Do the questions resemble the format and focus of actual Beijing Gaokao questions?

(Self-Correction during the process):

  • Initially, I might have focused too much on purely factual recall. I then shifted towards questions requiring interpretation and analysis, which is more typical of the Gaokao.
  • I considered a question about the author’s biographical context but decided against it to keep the focus directly on the poem’s text, as is common in the reading section.
  • I made sure the distractors in the multiple-choice questions were plausible but clearly incorrect upon closer examination. Avoided obviously wrong answers.
  • For the open-ended question, I ensured it wasn’t too broad or too narrow, allowing for a focused yet comprehensive response. Adding the suggested areas for analysis helps guide the student without giving away the answer.好的,没问题。以下我将仿照北京高考古诗文阅读题型,为苏轼的《江神子·恨别》设计两道选择题和一道大题。

选择题

1. 对《江神子·恨别》上阕的理解和分析,不正确的一项是( )

A. “天涯流落思无穷”点明词人身处漂泊之中,思绪如潮水般涌动,奠定了全词的感情基调。
B. “既相逢,却匆匆”用对比的手法,突显了重逢的短暂和离别的无奈,令人倍感惋惜。
C. “携手佳人,和泪折残红”描绘了送别时与友人依依不舍的情景,表达了深厚的友谊。
D. “为问东风余几许?春纵在,与谁同!”运用设问的修辞手法,表达了词人孤寂落寞的心情。

2. 下列对《江神子·恨别》下阕的理解和赏析,最恰当的一项是( )

A. “隋堤三月水溶溶”描写了暮春时节隋堤的景象,烘托了词人即将远行的轻松心情。
B. “背归鸿,去吴中”中的“归鸿”象征着回归,而词人却背向它而去,突显了其漂泊之感。
C. “回首彭城,清泗与淮通”交代了词人离开彭城的具体路线,展现了其对地理的熟悉。
D. “欲寄相思千点泪,流不到,楚江东”运用了比喻的手法,将思念比作眼泪,表达了思念的真挚。

大题

3. 《江神子·恨别》上下阕都描写了“别”的情景,但侧重点有所不同。请结合诗句,分别概括上下阕“别”的侧重点,并分析这种侧重点的不同所表达的思想感情。(8分)

参考答案:

选择题:

  1. C (解析: “佳人”在此处更倾向于指代爱人或思慕之人,而非友人。折残红也更侧重于表达惜别之情和对美好事物易逝的感叹。)
  2. B (解析: A项,春水溶溶虽是美景,但与词人离别的心情形成反衬,并非轻松;C项,描写地理是为表达离愁别绪服务的,并非展现熟悉地理;D项,此处运用的是夸张的手法,将抽象的思念化为具象的眼泪。)

大题:

  1. 上阕侧重描写临别时的情景和直接抒发离别的痛苦与孤寂。(2分) 例如,“携手佳人,和泪折残红”描写了临别时的动作和神态,直接展现了离别的悲伤;“天涯流落思无穷”、“春纵在,与谁同!”直接抒发了漂泊的孤寂和无人共赏春色的落寞。(2分)

    下阕侧重描写离别后的漂泊之感和遥寄相思的无奈与深情。(2分) 例如,“背归鸿,去吴中”描写了离别后的行踪,突显了漂泊之感;“欲寄相思千点泪,流不到,楚江东”表达了离别后相思之情的浓烈以及难以传递的无奈,也反衬出词人对远方之人的深情。(2分)

    这种侧重点的不同表达了词人从直接面对离别的痛苦,到离别后逐渐沉淀下来的深沉思念和无奈之情。(或:由近及远,由直接描写到间接抒情,情感层次更加丰富。) (开放性答案,言之有理即可,2分)

希望这两道选择题和一道大题符合北京高考古诗文阅读的题型要求。

苏轼作诗时身处徐州,革新除弊方有成效之时被猝然调至湖州,此诗中的佳人,其实并非爱人,而是苏轼于徐州任知州时结实的一众徐州友人。

苏轼第一任是发妻,但早早过世,续娶的一任也不过三年就离世,此诗作成于元丰二年,而他的两任妻子都于此前逝去了,此后并未再娶,且他生前曾表示要与妻子合葬,足见其专情,不存在佳人为“爱人”的可能。

所以,选择题第一题,c选项反而是正确的。

虽然仅从诗作本身来看,爱人的解释是符合语境的,但如果结合诗作背景就说不通了,一个专情的人,怎么可能相逢匆匆便动情呢?

相逢却匆匆的人,对应的不就是这短暂徐州任期间结识的友人吗。

凭谁言,佳人仅是红颜?