1. Reading aloud of ancient Chinese writings by Huaisu
Huaisu's writing
When Huaisu lived in Lingling, he had no paper to write on, so he planted more than ten thousand bananas. Plants were planted with banana leaves for swaying, and the nunnery was named "Green Sky". There were not enough books, so he painted a plate of books and then painted a square board. After writing over and over again, all the boards were worn.
When Huaisu lived in Lingling, he was very poor and had no paper to write calligraphy on, so he planted more than 10,000 banana trees and used banana leaves to write calligraphy and calligraphy. He called his nunnery "Lvtian Nunnery" ". First, I found a wooden plate and a wooden board, painted them with paint, and used them as an inkstone and calligraphy practice board. Grind the ink every day, write every day, grind it again when the ink is dry, and write again after grinding it; wipe it after writing, wipe it clean before writing. Day after day, year after year, the wooden discs were worn away and the wooden boards were worn out. 2. After reading Huai Su’s writing and this short article, I thought:
In yesterday’s homework, I focused on asking students to read the text proficiently five times after going home. Why read it five times? Because
In the homework the day before, I asked the children to go home and read the text. I did not emphasize the process of reading, but highlighted the results. In the morning reading inspection
After checking, it was found that most of the children were not proficient in reading, and some even did not know many words and expressions. Some people think that it is okay to read it with difficulty.
It is okay, but the morning examination is not ideal.
The inspection this morning was very successful. Every student has read it and is basically very proficient. The teaching effect of the lesson "Huai Su's Writing" is also very good.
. In this lesson, I think that after the students are proficient in reading, I will introduce the writing method of the article to the students: the first natural paragraph, so that students can understand Huai Su's identity, his era and who he is. What a child. The second natural paragraph allows students to understand how to write seriously
Writing. The third natural paragraph focuses on understanding Huai Su’s hard work in practicing calligraphy. In the teaching of the second natural paragraph: I designed an exercise to underline sentences and asked students to find out how Huai Su wrote? Students are new to the "sentence marking" exercise and don't know how to start. Not many children can draw accurately.
From this, I thought that the usual reading teaching should give specific guidance and guidance to the children, especially the reading teaching in the lower grades. The more specific the design, the better. In future teaching, students should be exposed to more similar exercises to infiltrate the cultivation of understanding in the reading of texts.
Reflections on the teaching of "Huai Su's Writing":
This text introduces the story of Huai Su, a great calligrapher in the Tang Dynasty, who diligently practiced calligraphy when he was a child. It is very useful for motivating students to study hard and practice Chinese. Basic skills
have a positive meaning. The second and third natural paragraphs in the text are key paragraphs. In teaching, I mainly focus on the key paragraphs to understand and learn the character of the text
Huai Su's writing method. Start by reading the words that indicate sequence, and understand the steps of Huai Su's calligraphy practice. We also set up a slope to help students practice recitation, so that they can memorize the words easily from reading to memorization. In addition, I asked the students to immediately imitate Huai Su's writing method to practice writing the new words in this lesson, and skillfully combined writing exercises with reading teaching, which reflected the importance of Chinese language entering children's lives. Chinese perspective. This is also the characteristic and focus of our lower grade reading teaching. I think this is an attempt to improve our lower grade reading teaching.
Reflection on the teaching of "Huaisu's Writing":
The text "Huaisu's Writing" taught students how to write well. During class, I caught it The key sentence is: "He always sees the shape of the characters first, remembers the stroke order of the characters, and then writes them one by one." Study this sentence. I guide the students to recite it repeatedly
and let the students understand it carefully and distinguish the relationship between "seeing clearly" and "remembering" and "strokes" and "stroke order". When reading aloud, ask students to think about it while reading, and the image of Huai Su writing seriously should appear in their minds.
By learning Huaisu's "three-step method" of calligraphy, students can learn calligraphy in class
Practice calligraphy using Huaisu's method, learn the text vividly, consolidate the new characters learned, and deepen It improved the students' understanding of Huaisu's "three-step method" of calligraphy,
and at the same time provided students with an education on study habits. 3. What did I think of after reading the short article "Huaisu's Writing"?
The text "Huaisu's Writing" introduces the story of the great calligrapher Huaisu of the Tang Dynasty who diligently practiced calligraphy when he was a child. Through studying the article, he can Inspire students to study hard, let the children in the class really love writing, and develop good writing habits. The study of this text is very helpful for us to guide first-year students to learn to write.
When I was preparing the lesson, I read the text carefully. I felt that although the content of the text was not deep, it allowed the children to think and understand. The students may not be able to truly learn through short paragraphs of text. The content of the text.
I saw an important paragraph in the article describing Huaisu's writing: "Huaisu writes very seriously. He always first sees the shape of the characters and the order of the strokes, and then draws them one stroke at a time. Just follow the writing. In this way, Huaisu's handwriting will improve very quickly. As an adult, you should be able to think about this very short text and imagine the step-by-step sequence of writing. But as children, when they see this paragraph of text, Can you truly understand and think about this content? Look at the learning methods in the lesson plan, let the children imagine how to write, first -----, then -----, and finally -----, let the students imagine using this way of thinking. Through this kind of learning, the children can only read this paragraph roughly once. It seems that the children are just read without understanding, and they cannot fully use their brains to think. Maybe the children are reading and playing at the same time. As for stationery, there is no time to pay attention to the meaning of the text.
If you can understand the essence of language and words through your own personal practice, maybe children will be more interested. Through their own observation and thinking, they can use language expression to understand the words. Maybe children will use their brains to learn. The content you get will make the text content richer. So, I thought of a way to ask students to take out paper and pen, write an unfamiliar word that they couldn't write on the grid, give them the stroke order first, and then let them write it by themselves. In order to ensure discipline in the classroom (the children were more interested in writing new words, and several of them had already begun to talk endlessly!) I asked other children to put the paper aside, sit upright, and write the most helpful words. words are projected on the blackboard.
"Children, look, when we write a beautiful new word seriously, what do the children do?"
I didn't expect that the children's thinking is so of width. When teachers guide students' mental work in their own way, students' thinking is active and divergent. Even some boring and boring content can become lively and interesting.
Some of them said: "When we write, we should first sit upright so that the words we write are beautiful."
Some said: "When I write, I hold my chest up and my head up. "I wrote very carefully."
Some said: "When I write, I write stroke by stroke."
Some said: "When I write, I write stroke by stroke." You need to see the shape of the characters clearly and write carefully." [
There are also children who can connect these parts and talk about it. It is consistent with the content of the text.
"Yes, the children write very seriously. Huai Su in our text also writes very seriously like the children. Just like you, look at how he writes."
< p> Combined with their own personal experience, the children seemed to have a sense of being there when they saw a paragraph of Huai Su's writing. After learning that Huai Su studied calligraphy so seriously and hard and became a famous calligrapher, I asked the children to talk about their feelings about learning Huai Su to write this article. The children said it very well.Sometimes, children’s learning needs to move, think, and ponder. Without personal attempts, descriptions in language and words are boring. With behavioral interaction, language Interaction can make our classroom more lively! 4. Answers to the classical Chinese reading of Lu Zhi
In the early days of Yuanyou ①, Gu Gu ② visited Baofan Temple in the capital with Mopo and Qian Mufu. After dinner, I wrote cursive writing on some paper in the valley, and Dongpo praised it very much.
Mu's father looked on from the sidelines and said: "Lu Zhi's words are close to the vulgar." Gu Gu said: "Why?" Mu's father said: "There is no other, but I have not seen Huai Su's authentic work." Gu Gu was suspicious of this and refused to be a human being from then on. Make cursive writing. Luosheng ③ was relegated to Fuling ④, and Huaisu ⑤'s "Autobiography" was first seen in Shi Yangxiu's home. Because I borrowed it to return home, I was exposed to the violence and tired all day long, and I almost lost sleep and food. Since then, he suddenly understood the method of cursive writing, and his writing was flying, which was very different from what Yuan You had written before. I first believed that Mu’s father’s words were not false, but Mu’s father had been dead for a long time. Therefore, Gu Guchang claimed that he had obtained cursive writing in Fuling, and he hated Mu's adoptive father for not being able to see him. (Selected from Zeng Minxing's "Duxing Magazine")
Notes ① Yuanrong: The reign number of Zhao Xu, Emperor Zhezong. ② Valley: Huang Tingjian, courtesy name Luzhi, also known as Valley Taoist, is one of the "four great calligraphers of the Song Dynasty". "Qian Mufu" and "Shichangxiu" below are all personal names. ③Shaosheng: The reign name of Zhao Xu, Xizong of Song Dynasty. ④ Fuling: place name. ⑤Huai Su: A great calligrapher in the Tang Dynasty, famous for his "crazy calligraphy". The surviving writing "Autobiography" had a great influence on later generations. ⑥Hai: Same as "with". ⑦Not false: not false.
1. Use "/" to underline sentences in the text to divide the reading rhythm. (Only underline one place)
It is very different from what Yuan You has written before
2. Explain the words in bold in the text.
(1) Stop: ( )
(2) Follow: ( )
3. Talk about "So the valley tastes that it is cursive writing in Fuling. It means "I hate my father too much to see him".
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4. Which two words in the article clearly express Gu Gu’s views on Mu’s father’s words?
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5. What are the three important reasons that contributed to the transformation of Gugu cursive script from "nearly vulgar" to "flying with every stroke"? Please summarize based on the information in the text.
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Question type: Reading comprehension and appreciation Difficulty level: Intermediate Source: Synchronous questions
Answers (find homework answers--->>Use the Rubik's Cube )
1. Big difference from Yuan You’s previous book
2. (1) End (finished, stop); (2) Follow
3. So Gu Gu once thought that he had learned the true meaning of cursive writing in Fuling. Unfortunately, Mu’s father could not see his calligraphy.
4. doubt; "Self-narrative" post; (3) One's own efforts