Teaching design and reflection of the ancient poem "Rain after drinking on Lake Chuqing" 1 teaching objectives;
1, read carefully. Read it a hundred times, and the meaning is self-evident. Give students enough time to read poetry in class, so that they can understand the meaning of poetry in direct dialogue with the text.
2. duplicity. Let the students think about the pictures in the poem while reading, and extrapolate them in the artistic conception to get the pleasure of reading the poem.
3. Poetry and painting are integrated. Be able to copy poems correctly with corresponding illustrations.
Teaching focus:
Close to "full fitness", imagine the beauty of the stone and the beauty of the West Lake, and feel the unique charm of the West Lake through the overlap of images and scenery.
Teaching difficulties:
Reading pictures from the text and realizing the integration of poetry and painting.
Preparation before class:
Show these two poems in the form of ink in class. The book "Looking at Tianmen Mountain" is Weibei style with vigorous lines; Drinking Chuqing Rain on the Lake is a good book with beautiful writing and soft lines. Exquisite picture frames are hung in front of the blackboard.
Teaching process:
First, expectations caused by promises.
1, Teacher: "Looking at Tianmen Mountain" makes us feel the high mountain and the swift water, and makes us feel the full pride of 25-year-old Li Bai. Who wants to reproduce it for everyone?
Read by name.
Read the whole class.
2. Teacher's Quotation: Let's bid farewell to this majestic Tianmen and enjoy the scenery of Hangzhou West Lake with Su Shi, a poet in the Song Dynasty.
Second, I feel a little at first reading.
1, free reading. Pay special attention to the pronunciation of the words "dense" and "empty".
2. Named feedback reading. Reading guide breaks the question.
Step 3 read together
Teacher: Do you think this mountain, this water and Tianmen Mountain are the same?
Design intent
["What kind of mountains, what kind of water?" This problem runs through the whole classroom. With the deepening of learning, children gradually spread out their own landscape paintings. The question here doesn't need a specific answer. 〕
Step 4 read again
What mountains and waters are these? We continue to feel this poem. I put it in my mouth and read it several times, imagining mountains and water. ...
Design intent
["Reading softly in the mouth" aims to make students concentrate on poetry. First, they need to be quiet. 〕
Third, the clear picture in the boutique.
1, look at the figurative painting
Open the book, look at the illustrations, read the poem several times, and look at the notes if you don't understand. What mountains and water do you think this is?
Design intent
Poetry conveys thousands of pictures, and illustration is just one of them. Reading poetry with illustrations and annotations can help students understand poetry. Guiding students into poetic scenes with concrete pictures is helpful to open the window of students' imagination. 〕
2. Listening to songs (Autumn Moon in Pinghu)
Close your eyes. Let music bring us closer.
listen to ..
The mountains here ...
The water here ...
feel ...
Students read, teachers read, students read ... (Reading music makes the hazy feeling clear)
Design intent
Music is a flowing painting, and the autumn moon in Pinghu is elegant and soft, which is very close to poetic artistic conception. The reappearance of poetry in music undoubtedly guides students to feel the picture with emotion. 〕
Fourth, feel the artistic conception in the overlap.
1, stone leading the way (music continues) (default)
Teacher: in music, beautiful women seem to be coming towards us leisurely ... do you know history?
Health: Note 4 tells us that she was a beautiful woman from Yue State in the Spring and Autumn Period.
Health: I have read the story of giving effectively and know that giving is beautiful at any time. In the story, she is also beautiful when she suffers from illness.
Health: Stone is the first of the four beauties. It is said that when she was washing yarn by the river, the little fish saw her beauty and sank to the bottom of the river in shame.
……
Teacher: If she wears her beloved jewelry, gorgeous clothes and heavy makeup, she looks beautiful. If she wears light makeup, faint rouge and plain clothes, she looks beautiful. The beauty of beauty is the beauty of light makeup ... heavy makeup is always appropriate (raw)
Teacher introduction: Looking at the mountains and rivers in front of the West Lake, people can't help but say ...
Students read slowly and softly: If you want to compare the West Lake to the West Lake, heavy makeup is always appropriate.
Design intent
"Xi stone" is an image in the poem, and Su Shi uses "Xi stone" as a metaphor for the West Lake. The emphasis here is on the beauty of ink rendering images, aiming at feeling the unique beauty of the West Lake and the vividness of words through the overlapping of images and scenes in the next link. 〕
2. Read this poem carefully.
Reread this poem with your own feelings. What kind of charm does the West Lake present when it is redrawn, and what kind of appearance does the West Lake present when it is lightly painted? What poems bring you this imagination?
Overlap a "dense" and a "thick"
(1) What is the picture in your mind?
The courseware shows sparkling pictures. Imagine talking. What do you seem to see?
On a sunny day, the West Lake is like a mirror, sparkling in the bright sunshine. People think of beautiful women wearing jewelry, gorgeous clothes and thick dresses, which is dazzling! )
(2) How would you express your admiration? (Encourage students to read out their feelings)
Overlap two "empty masks" and "light makeup"
(1) What kind of picture do you have in mind?
The lake is foggy and everything looks hazy. The distant mountains are close to the water, and the pavilions become empty. Suddenly, if you put on a veil, it looks mysterious and elegant ... isn't this touching beauty?
(2) How would you appreciate the scenery in front of you? (Encourage students to read out their feelings)
Design intent
There can be another kind of overlap here-"dense" and "light makeup", "empty" and "thick", which does not affect the poetic interpretation. Overlapping itself is a poetic representation, not seeking the same result for everyone, but seeking everyone to participate in the process. 〕
"Always appropriate":
(1) "sunny weather" and "sunny weather" overlap.
The West Lake is dense in sunny days and hazy in rainy days, sometimes with heavy makeup and sometimes with light makeup, which really makes people confused whether it is a West Lake or a beauty. Looking at people, trying to put ...
Reading in context: If you want to compare the West Lake to the West Lake, it is always appropriate to go into battle lightly.
(2) "sunny days are suitable" and then imagine "always (everywhere) suitable"
The beauty of the West Lake is not only sunny and rainy. Look ... Liuqiao, wind curtain and green curtain ... The four seasons are different, and the morning and evening are different ... People can't help but think of this sentence ...
Lead the students to repeat: If you want to compare the West Lake to the West Lake, it is always appropriate to go into battle lightly.
Design intent
Emphasis on overlapping, the use of metaphors in poetry, showing the spirit likeness of the West Lake and the stone, so that you can not only imagine the picture, but also understand not only the words. In the overlap, the unique beauty and elegance of the West Lake is as gentle and beautiful as the beauty of a stone. 〕
3. Poetry aftertaste.
Pay attention to the word "drinking on the lake" in the title and compare it with …
On a beautiful painting boat, Su Shi got together with some friends. They either drink wine or taste Longjing. Looking at the West Lake on a sunny and rainy day, I can't help but admire "the water is clear and sunny, and the mountains are Kong Yu." If you want to compare the West Lake to the West Lake, light makeup is always appropriate. "
Recite the whole poem with music.
Verb (abbreviation of verb) is enriched and deepened in comparison.
1. Now can you tell me your feelings about this landscape? Writing on the blackboard is "soft"
If the West Lake is a gentle and beautiful woman, then Tianmen Mountain is a … strong general. Writing on the blackboard is "proper"
The same 28 words have brought us two completely different aesthetic feelings. I wonder if the students have paid attention to these two calligraphy.
2. Feel the rigidity and softness of modeling strokes in calligraphy works.
Guide students to feel that the lines of Wangtianmen Mountain are tougher, just like the mountains and rivers along the Yangtze River are full of strength. And "the rain after drinking Chu Qing on the lake" is soft, like the water in the West Lake.
Calligraphy also explains the beauty of combining rigidity with softness to us in its own way. Music is even more so. ...
3. Feel the "rigidity" in music
(Music 1: Folk Music Ensemble-Pentium)
The teacher led the boys to read aloud: How do you feel? (Health: Passion, Strength, Masculinity) Which poem did you think of ... The boy stood up, standing like the door of that day, and we read it together!
(Music 2: Guzheng Music-Autumn Moon in Pinghu)
Teacher slowly: Listen ... our hearts will be softened ... a kind of tenderness will ripple in our hearts. ...
The girl stood up and gently told everyone about the warm West Lake water. ...
Summary: Poetry, calligraphy, piano and painting are all connected. Experiencing various forms of beauty can enrich us.
Design intent
It is not only the concrete beauty of the landscape, but also the spirit of the landscape. From words to music to calligraphy lines, the intersection and integration of traditional artistic techniques such as poetry, calligraphy, piano and painting constantly temper children's artistic synaesthesia and strongly feel the charm of poetry in the ubiquitous contrast. 〕
4, poetry with pictures: choose a poem according to your own preferences, copy it correctly, with corresponding illustrations.
Teaching reflection
"(Ancient poetry teaching) is very boring." Words like tongue twister is a witty and incisive exposition made by Qian Zhengquan, a special teacher, at the second national seminar on reading classical poems.
How can it be interesting? Qian Lao said: "Poetry teaching should be an aesthetic journey for teachers and students." Compared with other reading classes, poetry is more artistic and bears more aesthetic factors with its plain and relatively beautiful melody, rich and vivid images and profound artistic conception. Looking at Tianmen Mountain and Drinking Spring Rain after Chu Qing on the Lake describe Tianmen Mountain and West Lake respectively, which are masculine and feminine and have great aesthetic characteristics. How to strengthen this trait by leading children to read these two poems? If we use the method of "knowing poetry, entering the realm of poetry and understanding poetry", it seems that we have to go through a process of getting scenery and understanding feelings. But how can the poet's "emotion" be simply understood, and what is behind it can be understood by a 9-year-old child? I don't want to rush them to realize! Regardless of the beauty of "love" for the time being, you can get beautiful scenery. But we should not only get the concrete beauty of the scenery, but also get the spirit of the scenery. In teaching, we use "light makeup and heavy makeup" to lay a picture closely, so that the beautiful scenery of the West Lake will always be accompanied by the image of stone trance, and the picture will be beautiful. When reading poetry, it seems that I am accompanying Su Shi in boating on the blue waves, sighing confused and really empathizing. "If you want to compare with the West Lake, light makeup and heavy makeup are always appropriate." . In the classroom, from words to music to calligraphy lines to painting skills, the traditional artistic techniques of poetry, calligraphy and piano painting are intertwined, which constantly temper children's artistic synaesthesia and strongly feel the charm of the two poems in the ubiquitous contrast.
After such study, they may not be able to express the meaning of the poem clearly, but they will certainly remember this feeling deeply and remember the beauty of combining rigidity with softness. I believe this is a pleasant poetic journey.
Teaching design and thinking of the ancient poem "Drinking Spring Rain after Chuqing Lake" (2) Learning objectives
1. Learn new words and understand poetry.
2, experience emotions, have feelings to read poems and recite poems.
3. Feel the beauty in poetry.
learning process
First, import
Students recite "It's not worth going to the park"
Teacher: Last class, we learned "It's not worth going to the park". This poem is about (the scenery in spring). Now let's see what summer looks like in the poet's eyes. (Read the whole poem)
Second, learn new lessons.
1, solving new words (students solve them themselves)
It's related to water, so it's divided into three parts. Also: also. Writing: history. Suitable: suitable.
2. Introduce the author.
3. Teacher: You all know new words and phrases. Now try to say the meaning of this poem in your own words, and then talk to each other in groups.
Raise your hand to speak (roughly meaning: on a sunny day, the lake is sparkling and beautiful; When it rains, the water mist is confused and the mountains are wonderful. I'm going to compare the West Lake to a beautiful woman, whether it's light makeup or heavy makeup, it's suitable. )
5, guide students to understand the topic (drink: drink. Lake: West Lake. After the rain, it's sunny.
Drinking by the West Lake after the rain (the scenery you saw)
6. Teacher: I wrote this poem (the scenery that the author saw after drinking at the West Lake after a rainy day). These four poems all describe the beauty of the West Lake (student correction: no).
Teacher: What did the students say?
The first two sentences are about scenery, but the last two sentences are not. )
Teacher: Some students know that the first two sentences are about scenery, but the last two sentences are not. Now communicate in groups. What did you write in each poem? Why do you write like this?
(The last two poems compare the West Lake to a beauty, and light makeup or heavy makeup is appropriate. The scenery of the West Lake is very beautiful and beautiful. )
Teacher: Every time the author sees the stone, the stone doesn't compare the lake with the author. How does the author compare?
(by using one's own imagination and using appropriate metaphors)
With this imagination and metaphor, the West Lake will be (more beautiful).
Teacher: The West Lake is more beautiful. Now, the students imagine the beauty of the West Lake by themselves. Let's experience it together. Students read poems and experience beauty according to their own imagination. Teachers guide and demonstrate reading. )
Third, recite the whole poem.
Recite freely and then check.
[after-class reflection]
The poem "Drinking Chu Qingyu on the Lake" is about the scenery of the West Lake. Through bold imagination, the author compares the West Lake to a stone, adding beauty and magic to the West Lake. Learning this poem is mainly to let students understand the author's feelings through reading, read the text with emotion through understanding the "beauty" in the poem, and express "beauty" in the form of reading.
When I understood the words in ancient poetry, I analyzed almost all the words in the poem with my students. On the basis of students' understanding of the words, they quickly understood the meaning of the poem. After the students understand the meaning of this poem, let them discuss how this poem expresses the author's feelings. Then analyze it together, and finally read this poem with emotion through the understanding of the author's feelings, and realize the "beauty" in this poem. When understanding the topic, use the method of asking questions to stimulate students' enthusiasm for thinking and deepen their impressions.
I don't think I can make students feel the author's feelings and the beauty in the poem. I just solve this problem by making students think and ask questions. Students have fewer opportunities to experience, mainly listening to me and other students. Many students have no feelings, only know that there is such a thing. So when they read poems, they didn't integrate their feelings. It would be better if students could read poems about scenery several times, let them experience the beauty of the poems and the feelings of the authors, and then read the complete poems with emotion.