The first junior high school ninth grade extracurricular ancient poetry courseware: "Recalling Brothers on a Moonlit Night"
learning target
1, with the help of notes, learn independently and correctly understand the meaning of this poem.
2. Feel the poet's longing for the moon through the guidance of reading methods at different levels.
3. Feel the image of poetry in repeated reading and imagination, and experience the feelings expressed by poetry, infected by emotions and shocked by the soul.
teaching process
First, introduce a new lesson-Moon Poetry Competition.
(Showing a picture of Zhang Mingyue) Dear students, the period from January to Mid-Autumn Festival is particularly bright, and I miss my family more during the festival. Mid-Autumn Festival is a beautiful day. Let's look forward to the moon and look forward to it. Facing the bright moon, we can't help chanting. ...
Second, read the title of the poem and start the prelude to reading methods.
Today, we are going to learn a poem about the moon by Du Fu, called "Remembering Brothers on a Moonlit Night", and see what the full moon in Du Fu's poem has brought me.
1, teachers and students * * * write poems and recite them on the blackboard.
2. Reading the topic by name requires reading every syllable of the poem correctly.
3. Name the question and ask to read the rhythm of the poem aloud.
4. Talk about the initial feelings after reading the questions.
Third, the first link of reading aloud: read clearly and comprehensively, and read in an orderly way.
1, read the poem twice freely, and make sure that every word in the poem is pronounced accurately and clearly.
2, free to read poetry twice, asking to read poetry, reading the rhythm of five words, reading well.
3. Read by name and exchange views.
Fourth, reading the second link: read as it is.
When reading ancient poetry, we should not only read the rhythm correctly, but also read its flavor as much as possible. Poetry has its plain and even rules. When we read according to the law of leveling, we can read a certain taste.
1, the teacher read, "He knows the dew will frost tonight. How bright the moonlight is at home! "Twice, let the students experience the difference between the two times and feel which one is better.
2. Instruct students to read poems according to the rules of flat tone pronunciation (flat tone length).
3. Try to read by name, encourage reading by shaking your head, and publicize your personality.
4. Communicate the initial feelings after reading.
Dear students, when this poem came here, what impression or feeling did you have in our minds and hearts? Please talk about it.
Fifth, reading the third link: reading at the place of entry.
1. Students read ancient poems silently, and understand the general idea of poems with the help of notes and background introduction.
2. The teacher asked two questions about the students' self-study.
The first question: Where is Du Fu's "body" in his poems? Why do you see it?
The second question: Where is Du Fu's "heart" in his poems? Why do you see it?
3. The teacher asks two more questions to further promote students' understanding of poetry.
Question: Where is my brother's "body"? Where is the "heart"?
According to the students' answers, the teacher wrote on the blackboard with a camera:
abroad
Du Fu's younger brother
Mutual memory
4. Let's walk into Du Fu's homesickness with this parting, this concern and this yearning. At the beginning of the music, the students read together. )
5. Teachers demonstrate reading, students imagine pictures and reproduce poetic scenes.
Please close your eyes and let us follow Du Fu into his life and his inner world. Please listen to the teacher carefully and imagine what kind of picture seems to appear in front of you. What kind of scene?
The students exchanged what they saw and heard. ...
According to the students' answers, the teacher summed up: You saw Du Fu wandering under the Drum Tower, or pursuing the ancient road in autumn; Heard drums and geese; Some students even saw Du Fu miss his brother in bed late at night, and saw Du Fu wearing clothes and looking at the moon on a cold night ... At this moment, only he knew that the dew would frost tonight and how bright the moonlight at home would be! In Du Fu's mind. Show courseware and guide students to read. )
6. Restore the bright moon scene in my hometown and further grasp the poet's heart of missing his brother.
Night after night, the frost dew is as white as jade. Why does it look particularly pale tonight? The moon is the same everywhere. Why is the moon in my hometown the brightest tonight?
Guide the students to imagine the hometown in Du Fu's memory, what pictures, music and clips will appear under the bright moon. )
Students report and communicate.
7. Break the picture of a full moon and re-enter the situation where the poet misses his brother on a moonlit night.
Read again: He knows that the dew will frost tonight, and how bright the moonlight is at home! .
Students, let's walk into the poem again, into the sadness and yearning heart of the poet's brother who is separated from each other, whose home is gone, and whose life and death are unpredictable.
6. Remember my brothers at the moonlit reading contest.
The ninth grade of the second junior high school, the first volume of extracurricular ancient poetry courseware: "Remembering brothers on a moonlit night"
First, create a scene and recite nostalgia.
Accompanied by the long sound of guzheng, the students are deeply chanting: boating in Guazhou, Qiu Si, Sauvignon Blanc, going up the mountain for vacation, thinking of my Shandong brother, thinking of a quiet night, miscellaneous poems, and my hometown book ... Appreciating the students' chanting, I asked: "What scenery does the poet pin his thoughts on his hometown relatives?" Through the analysis, the students feel that the poet melted the deep homesickness into "a bright moon, a letter from home, a few cold trees and a spring breeze", and thus introduced a new lesson: analyzing Du Fu's "My Brother on a Moonlight Night". At the beginning of the new lesson, the key sentence of this poem is pointed out: "He knows that the dew will be frost tonight, and the moonlight at home is so bright!" Let the students grasp the key points and make an analysis.
This teaching design allows students to review their existing knowledge and try to analyze ancient poems according to their own reading and understanding, thus paying attention to students at different levels; In addition, through the teacher's introduction, the common writing methods in poetry creation are infiltrated, namely: touching the scene and melting the feelings into the scene; Infiltrated the methods of analyzing poetry, that is, grasping information, appreciating poetry, analyzing words, expanding associations and appreciating poetic artistic conception.
Second, reading appreciation, feeling artistic conception
Since ancient times, the moon has rich symbolic significance in China culture. She is a symbol of beauty and has created many beautiful aesthetic moods. At the same time, the moon is also the carrier of human lovesickness, and she entrusts people with their nostalgia for their hometown, relatives and friends. Therefore, for thousands of years, the moon has been the object of literati chanting: looking up at the night sky and seeing the bright moon will always cause infinite reverie in my heart.
Du Fu, as a poet saint, also has many poems about the moon. With the poet's bumpy and tragic life, he tells his endless sadness. The moon in Du Fu's works is sentient and intentional, which is closely related to the poet's life. His moon accompanied the poet through a passionate and tragic life, and those passionate and colorful moons made the poet great. Among them, Remembering Brothers on a Moonlit Night expresses the poet's pain in the face of national destruction and family death in vivid language, and expresses the deep and pure friendship between him and his brothers. The title of this poem is Moonlit Night, but the poet didn't write it on a moonlit night. Instead, it first painted us a picture of autumn: wild geese guarding the edge of the road, the road cut off pedestrians, a desolate and cold silence, rendering a thick sad atmosphere. This is the background of a moonlit night. The transition from full moon to lyricism on a moonlit night is very natural. In today's chaotic poet, on this cold moonlit night, it naturally has a special flavor. You mixed the anxiety of where to go with his endless melancholy: brothers are separated, and the sky is far apart; Home no longer exists, and life and death are unpredictable. It is heartbreaking to read, and it also summarizes the common experience of the people in the Anshi Rebellion.
Every word conveys feelings and every sentence expresses meaning, which has a strong artistic appeal. The dispersion of relatives, the poor delivery of books and the endless life and death further express the poet's inner worries. After reading this sentence, we can easily understand why Du Fu was able to write such a poem as "After three months of bonfire, a letter from home is worth a ton of gold" ("Spring Hope"). "He knows that the dew will be frost tonight, and how bright the moonlight is at home!" Not only describes the scenery, but also points out the seasons. In the eyes of poets who miss their younger brother, night after night, Bai Rushuang dew looks particularly pale tonight. The moon is the same everywhere, only the moon in my hometown is the brightest. With the rhetorical device of "empathy", these two poems incorporate strong subjective feelings into the description of natural scenery, which are the true feelings of the poets who deeply miss their relatives in their hometown and are famous sentences that have been sung through the ages.
Throughout the poem, listening to autumn drums, geese, cold dew and the bright moon made the poet "miss his loved ones twice". Between the lines, the poet's dissatisfaction with reality and sympathy for the people are implied, and the common theme of homesickness is made sad and touching, which is really affectionate, colorful and intriguing. Therefore, in teaching, on the basis of being familiar with reading, let students imagine the picture of poetry, such as: "What kind of picture appears before you see the topic?" "How would you feel if you were on the frontier in autumn?" "How do you feel if you don't know the information of distant relatives or friends for a long time?" "What kind of feelings did the poet express at this moment?" "From which scenes did you feel the poet's homesickness?" ..... let students understand the content of poetry through imagination, get in touch with real life, experience the artistic conception of poetry and feel the poet's emotion, so as to achieve the method of "grasping information and appreciating poetry".
In the actual teaching practice, with the help of reference books and dictionaries, students can basically understand the meaning of poetry, and they can also feel the poet's bitter yearning for his brother and deep yearning for his hometown. However, I'm afraid it's hard for me to understand the poet saying, "He knows the dew will be frost tonight, and there is how bright in the moonlight at home!" . What the poet wants to say is "Tonight is white" and "My hometown is bright". Just changed the word order, and the tone was particularly vigorous. So Wang Dechen said: "Zi Mei is good at using things and common language. If she is isolated or inverted, her language will be healthy and firm, and her meaning will be profound and stable." ("Bird History") From here, we can also see Du Fu's ability to turn the tablet into magic. Teachers should give appreciation and guidance in time, so that students can master the methods of analyzing ancient poems, improve their reading, understanding and appreciation abilities, and stimulate students' love for traditional culture and interest in research.
Third, recite Homesickness and appreciate poetry.
After analyzing Du Fu's My Brother on a Moonlit Night, I showed Cui Hao's Yellow Crane Tower and Xi Murong's Nostalgia, a modern Taiwan Province poetess, respectively, so that students can experience the different feelings of different poets and feel the same expression of ancient and modern poets, that is, touching the scene and melting the feelings into the scene, especially using rhetorical devices such as metaphor, personification, parallelism and exaggeration in poetry.
Fourth, talk about homesickness and express feelings.
The purpose of studying and analyzing poetry is to let students learn this writing method, that is, to express their feelings in the form of poetry. Therefore, after analyzing the homesickness poems of three poets, the teacher created a scene: "In fact, in real life, we all come from different cities, including Jiangsu with flowing bridges, Heilongjiang with ice and snow, Shandong with Qilu land, Hubei with land of plenty, Inner Mongolia with natural pastures ... Although our relatives or close friends are still thousands of miles away, they keep cutting. Please write your thoughts about them in the form of poems. " Let students write their feelings with their own pens, especially to reduce the difficulty of students' writing and let students create in the form of imitation. It is a full-bodied wine, sweet and fragrant, nourishing my heart. Deep homesickness, exactly. In this class, I try my best to analyze the homesickness poems of three poets through enlightenment-inspiration-analysis-reading-creation. This teaching process allows students to analyze different homesick poems and write their own deep homesickness and deep thoughts. But even this would not be enough In fact, when it comes to homesickness poems, there are many classic works not only in the Tang Dynasty, but also in other dynasties. Therefore, the teacher introduced the collection of ancient poems to the students. Because the heyday of Tang poetry is to inherit and carry forward the strengths of predecessors, we can reach the realm of "unprecedented". Therefore, it is necessary to trace the source, read it, recite it, and experience the different feelings of different poets in different times.
Reflection and analysis:
By comparing ancient and modern poets, ancient poems and prose poems, with the help of rhetoric methods such as metaphor, personification, parallelism and exaggeration, students can feel that creation is not difficult, and they can also feel life and express their true feelings in the form of poems. Therefore, by analyzing the homesick poems of three poets, this lesson not only teaches students the ways to appreciate poems, but also mobilizes their emotions. The yearning for relatives, friends and hometown arises spontaneously, vividly:
Deeply missed,
This is a song,
Melodious and erratic,
Let me get drunk with lingering music.
Deeply missed,
This is a line,
Very long, very long,
Warm me with silent care.
Deeply missed,
This is a small boat sailing.
Pure and beautiful,
Full of my yearning for my hometown,
Deeply missed,
It's a fluttering white cloud,
Idle and comfortable,
Send my blessing to the person I love.
Deeply missed,
This song is very long,
Beautiful and loud,
Heal the wounds in my heart,
Deeply missed,
This is a beautiful rainbow,
Gorgeous and warm,
Build a bridge for my hometown.
Deeply missed,
This is a clear stream,
Pure and cheerful,
Flowing in my heart,
Deeply missed,
It's a galloping horse,
Passionate and unrestrained,
Galloping in my heart.
Deeply missed,
This is a beautiful picture book.
Long and moving,
Recorded good memories,
Deeply missed,
This is a wonderful article,
Past, future,
Record beautiful moments.
……
In short, in this class, I rely on the school-based course "Reading American Literature", take homesickness poems as the content, take the bright moon as the clue, and in the process of since the enlightenment-inspiration-analysis-reading-creation, through analyzing the different homesickness poems of three poets, let students write their own deep homesickness and profound thoughts. Highlight students' dominant position; Highlight the characteristics of openness, enjoyment, interaction and humanity of Chinese teaching mode, cultivate students' good humanistic quality and spirit of inquiry, strive to embody the effect of classroom teaching with innovative spirit, cooperative consciousness and open vision, create a good writing environment for students, stimulate their interest, desire and emotion in writing, provide fresh writing materials, and transform ancient Chinese poetry, a traditional literary way with long artistic conception and concise language. Introducing the classroom to stimulate students' love for the traditional culture of the motherland is a way for students to express their feelings and enhance their writing confidence in poetry creation, which has opened up a new world for composition teaching in primary schools.
"but I looked home, and the twilight was getting thicker? There is a sad mist on the river waves. "..... read one homesick poem after another, full of sadness or fresh and concise, lead students to praise their hometown with beautiful poems, praise their hometown with passionate recitation, let the dancing melody linger in their ears, and let the beating heart connect at this moment ... We touch the poet's sincere heart, learn the artistic nutrition of classical poetry, feel the beauty and edification of traditional culture, and study and live in the enjoyment of beauty, which is exactly what every Chinese teacher does.