Polyphonetic characters
行xíng (walking) háng (bank)
德dé (get) děi (I get)
地 dì (earth) de (happily)
Learning objectives
1. Read ancient poems correctly, fluently and emotionally. Recite ancient poems.
2. With the help of annotations and relevant information, combined with the illustrations, you can develop associations, understand the poetic meaning, and feel the poet's vivid description of the picture and his love for life.
3. With the help of the study of this poem, you can initially understand the characteristics of poems on paintings.
Teaching Key Points and Difficulties
Be able to use annotations and related materials, combined with illustrations to develop associations and understand poetic meaning, learn the poet's vivid description of the picture, and feel the poet's love for life.
Teaching philosophy
1. Follow the teaching rules of ancient poetry and promote learning through reading.
2. Grasp the characteristics of ancient poetry and teach students in accordance with their aptitude.
3. Explore teaching resources and expand and extend learning content.
4. Step by step, spiral upward.
Teaching preparation
Flip charts and Su Shi related materials
Teaching process
1. Introduction of topics and writing them on the blackboard
< p>1. The small blackboard shows little knowledge.Extracurricular knowledge accumulation: Su Shi, (1037-1101), courtesy name Zizhan, also known as Dongpo Jushi, was a writer, calligrapher and painter in the Northern Song Dynasty, and one of the Eight Great Masters of the Tang and Song Dynasties. He is knowledgeable and versatile, and has high attainments in calligraphy, painting, poetry, prose and other aspects. His calligraphy, together with Cai Xiang, Huang Tingjian, and Mi Fu, are collectively known as the "Four Masters of the Song Dynasty"; his prose is as famous as Ouyang Xiu, and his poetry is as famous as Huang Tingjian. He and Xin Qiji of the Southern Song Dynasty were collectively known as "Su Xin".
2. Blackboard writing topic: Hui Chong's "Evening Scene on the Spring River"
3. Show the teaching wall chart of Hui Chong's "Evening Scene on the Spring River".
Guide students to understand the title of the poem, guide students to observe the content on the teaching wall chart; let students know that this is a poem on painting, which was written by Su Shi for the painting "Evening Scene on the Spring River" by the famous monk Hui Chong in the Northern Song Dynasty. The poem writes about the scene of early spring in the south of the Yangtze River.
2. First reading of ancient poems
1. Self-study tips on the small blackboard (1)
① Free reading of ancient poems requires correct, fluent and emotional reading .
② Be able to recognize the word "蒌近" and write the words "Chong" and "Shi" correctly.
2. Students study by themselves.
3. Test students’ learning status (camera shows teaching wall chart).
①Learn the words "蒌近", "Chong", and "轼"
②Refer to multiple students reading poems, collectively evaluating them, and using "/" to draw pauses in the poems , read together again.
Hui Chong/"Evening Scene on the Spring River"
(Song Dynasty) Su Shi
Three or two branches of peach blossoms/outside the bamboo,
Chunjiang/ Plumbing/Duck Prophet.
The ground is full of wormwood and reed buds.
It is the time when the puffer fish wants to come.
3. Read ancient poems again and understand the meaning of poetry
1. Provide self-study tips (2)
① Read ancient poems again, combine them with annotations, and use reference books to understand the meaning of poetry. Understand the poetry.
②Understand how the poet described the content of the painting "Evening Scene on the Spring River".
2. Students study by themselves according to the self-study prompts. Teachers understand students’ learning status and provide timely guidance.
3. Teachers monitor students’ learning status.
① Refers to multiple students describing the meaning of each line of the poem, and the teacher comments in a timely manner.
"Three or two branches of peach blossoms outside the bamboo forest, ducks are prophets of the warm water in the spring river."
生: Two or three branches of peach blossoms outside the bamboo forest are in bloom, and ducks are playing in the water, as if they are the first to notice. The river water warms up in early spring.
Teacher: What does "three or two peach blossom branches" mean? (Two or three peach blossoms are blooming, giving us the message of spring).
Student: "Duck Prophet" means that ducks are the first to know that the river water is getting warmer in early spring, so they can't wait to play in the water.
“The ground is full of mugwort and the reed buds are short, it’s the time when the pufferfish is about to come.”
生: The meaning of this saying is: the river beach is full of mugwort, and the asparagus is also there. The tender buds are beginning to sprout, and the delicious puffer fish is on the market.
Teacher: What kind of scene does “the ground full of wormwood and reed buds grow short”? (The energy of spring is endearing), is the "puffer fish" the thing in the painting? (The pufferfish is not a thing in the painting). Can you make associations between texts and pictures? (Guide students to develop rich associations.)
② During the teacher-student research, let students know that the poet of this poem imagines from the riverside - the middle of the river - the river bank, among which the first - The third line of the poem is about the sceneries of the painting, depicting bamboo forests, peach blossoms, rivers, ducks, mugworts, and reed buds. These scenes highlight the beautiful scenery of the early spring in the south of the Yangtze River. The fourth line of the poem jumps out of the picture from the sceneries, and unfolds a very rich imagination. It expresses the poet's love for life.
Four. Read ancient poems three times and recite ancient poems
1. Provide self-study tips (3)
① Read ancient poems three times to understand the characteristics of painting poems.
②Recite ancient poems.
2. Students enter the third phase of learning first and achieve autonomy, cooperation, and inquiry in learning.
3. Teachers understand students’ learning situation.
① Guide students to summarize the characteristics of poems on paintings.
Show the poem "Inscribed on the Orchid". "We are on the top of thousands of mountains, and the deep cracks in the rocks are full of delicious fragrance. There are floating clouds under our feet, and we don't know each other when we come and go."
Let students combine these two poems to understand the characteristics of painting poems .
②Compare to see who can memorize correctly and quickly. Students recite ancient poems.