鲁迅的散文诗《风筝》被作为一篇记叙文选入了初中第一册统编语文教材。这篇课文主要通过“我”回忆童年时代一只风筝的故事,抨击和批判了封建伦理道德和教育思想对儿童的“精神虐杀”,表现了作者对黑暗现实的憎恶和反抗。《风筝》的象征手法是个难点,历来有争议。这里略陈管见,和老师们共同讨论,而不是要把这些内容全部传授给学生。 《风筝》的象征手法之一,是用自然现象象征社会现象:“肃杀的严冬”象征当时北方黑暗冷酷的社会现实,“春日的温和”象征作者心目中的美好生活和美好事物。《风筝》写作的一九二五年,南方的革命方兴未艾,而北方仍处在北洋军阀的反动统治之下。封建势力和 Lu Xun’s prose poem “Kite” was selected as a narrative text into the first edition of the junior middle school textbook. This text mainly uses “I” to recall the story of a kite during childhood, criticizes and criticizes the “moral abuse” of feudal ethics and education thoughts on children, and shows the author’s hatred and resistance to the dark reality. The symbolic technique of “Kite” is a difficult one and has always been controversial. I would like to thank you for your discussion here with the teachers, not to teach them all. One of the symbolic techniques of “Kite” is the use of natural phenomena to symbolize social phenomena: “Cold winter of chilling” symbolizes the dark and cold social reality in the north at that time. “The gentleness of spring days” symbolizes the good life and beautiful things in the eyes of the author. In 1925, when the “Kite” was written, the revolution in the south was in the ascendant, and the north was still under the reactionary rule of the Northern Warlords. Feudal forces and