This poem was written on the wall of Lushan sairinji in the late spring and early summer of the seventh year of Yuanfeng (1084) when the author Su Shi visited Lushan. By observing different feelings about Lushan Mountain, the author puts forward a philosophical feeling.
problem Especially the last two poems, have always been appreciated by people. Because the author skillfully said the truth that "the bystander is clear and the authorities are fascinated" in things that people are very familiar with and commonplace. Especially once the truth comes out.
When the author spoke in the image language of poetry, he left an indelible impression on people. It is a good textbook to cultivate students' appreciation and feeling of beauty, and it is also a good textbook to cultivate students' imagination and observation.
Design concept:
The new curriculum standard points out: "Reading is students' personalized behavior. Teachers' analysis should not replace students' reading exercises. Students should be allowed to deepen their understanding and experience in active thinking and emotional activities.
Enlightenment and thinking, influenced by emotion, gain ideological enlightenment and enjoy aesthetic pleasure. "This requires teachers to make a fundamental breakthrough in teaching methods, pay attention to guiding students to read, discuss and communicate since enlightenment, and encourage students to publish.
My own opinion is to turn textbooks into learning books and let students become the main body of learning. Based on the above understanding, I strive to highlight the following points in the design of this course:
1, the theme point of view. Chinese class is regarded as a practical activity for students to learn and develop language, emphasizing students' initiative, independence and creativity.
2. ontology. Adhere to human development and emphasize the role of non-intellectual factors such as interest, needs and habits.
3. Open the view. The form, content and process of Chinese class are all eclectic, advocating the view that "teaching materials are just examples" and emphasizing the extension of reading in class to extracurricular activities.
Preparation before class: (1) Teachers and students collect information about this poem.
(2) Pictures, music and multimedia courseware.
Teaching objectives:
1. Learn the new words in this lesson and understand the meanings of words such as "knowledge", "fate" and "true face" in poetry. Can read, recite and write this poem correctly and fluently.
2. Cultivate students' imagination, thinking in images and the ability to look at problems correctly.
3. Through the understanding of poetry, cultivate students' thoughts, feelings and aesthetic taste of loving nature.
Teaching emphasis: learn the contents of ancient poems and imagine the scenes described in the poems.
Understand and appreciate the philosophy contained in poetry.
Teaching process:
(Organize students to compete in groups before class)
First, create situations and introduce topics.
Students, our great motherland. It has a long history of 5,000 years and splendid culture. Among them, poetry is a bright pearl in China's cultural treasure house. Poetry, a genre, is concise in language, but expresses emotions.
It is very rich and catchy to read, so it is deeply loved by everyone. Today, the teacher will learn an ancient poem with you. The title is Xilin Wall written by Su Shi in the Song Dynasty. (Courseware presentation topic)
Second, examine questions and solve problems.
Look at the topic together. Use the notes in the book to help students understand the meaning of "title" and "Xilin".
[The infiltration method in learning can be described as exquisite. ]
Third, introduce the author Su Shi and his writing background.
Teachers and students exchange the collected information.
1. About Su Shi's natural situation and writing style.
2. The writing background of this poem and the related situation of Lushan Mountain.
3. The teacher told an anecdote about Su Shi's "striving to know all the words in the world and determined to read all the books in the world" in his youth.
Through communication, the optimal combination of learning resources is realized. At the same time, the organic combination of in-class and out-of-class expands students' knowledge, stimulates students' desire to explore, and embodies Chinese teaching under the concept of big Chinese. ]
Fourth, read the text for the first time and feel the beauty.
Teacher: I believe you have a better understanding of the author Su Shi through reporting materials. So, he wrote this song "The Title of Xilin Wall" 920 years ago. Why is it still loved by people of all ages? This is what we are going to learn in this class.
1. Students are free to read ancient poems repeatedly. What impression did Lushan Mountain in the poem leave on you?
2. Students talk about their feelings after reading and initially perceive the beauty of Lushan Mountain.
[Give students enough study time to approach Lushan Mountain and feel the beauty of Lushan Mountain on the basis of repeatedly feeling the language and writing. ]
Five, group self-study, understand beauty.
1. According to our previous experience in learning ancient poetry, how can we learn this poem well? (Students say how to learn, and the courseware shows: reading poetry-understanding poetry-understanding poetry-entering poetry)
2. Work in groups, guide students to choose their favorite learning methods, read ancient poems carefully, and find ways to solve problems by themselves.
Let students choose their own learning methods and respect their own choices, which not only puts students in the main position, but also cultivates their autonomous learning ability. ]
Sixth, report and exchange, and feel beautiful.
(A) the exchange of the first and second lines of poetry
1. Students report their understanding of these two poems.
2. Combining the different feelings of "looking horizontally" and "looking horizontally", let the students describe the "ridge" and "peak" of Lushan Mountain in their own language and feel the beauty of Lushan Mountain.
3. Guide students to read these two poems with emotion and read the different postures of Lushan Mountain.
4. Guide students to discover the usage of three groups of antonyms (horizontal-horizontal, far-near, high-low) in these two sentences, and experience the subtlety of the author's words.
(2) Exchange the third and fourth lines of the poem.
1. Students can freely express their understanding of these two poems.
2. To help students choose the correct meaning of "only" and "fate" in their poems in view of the difficulties they encounter in understanding.
3. Combine the literal meaning of "true face" and discuss: Why can't you see the true face of Lushan Mountain clearly? How can I see the true face of Lushan Mountain? So as to help students appreciate the truth contained in poetry.
4. Start writing. Guide students, like poets, to explain how to see the true face of Lushan Mountain with poems.
Students change their poems according to their poems, which not only conveys what they have learned, but also cultivates students' innovative ability. ]
5. Discussion: What kind of person can you feel the author Su Shi from this poem?
6. Let's talk about it: how should we treat people, things and problems in life by combining reality with the philosophy expressed in poetry?
7. Read the third and fourth lines aloud.
(3) Students internalize poetry by displaying poetry according to poems and paintings.
Combining theory with practice in this way not only deepens the understanding of ancient poetry, but also improves the understanding level and cultivates students' ability to use language. ]
Seven, personality reading, expressing beauty
1. Teachers' language encourages students to enter the situation: If you are Su Shi, how do you feel when you see the beautiful peaks of Lushan Mountain, the clouds are lingering, the streams are gurgling, the birds are singing and the flowers are fragrant, just like a fairyland? How to express your feelings by reading?
2. Students can practice reading freely and exchange experiences in groups.
3, guide students to talk about feelings, combined with feelings for personalized reading.
4. Teachers demonstrate reading (music and photos)
5. Read it again and read the charm of the poem. Finally, chant in unison.
[Reading is a personalized behavior. Reading should have its own emotional experience, and students should recite it in an emotional way that can be understood on the next floor.
Eight, listen to music and enjoy the beautiful scenery.
Teacher: The ancients sometimes used music to recite poems according to their own interests, which can better express their feelings and moods. do you want to hear it ? (Courseware plays the song "Title Xilin Wall")
[Ancient poetry is often accompanied by music, widely sung, and modern people are willing to write lyrics with ancient poetry, which provides an interesting channel for us to learn ancient poetry. Students revel in beautiful music to achieve the purpose of passion and interest. Students have imperceptibly realized poetry. ]
Nine, ancient poetry dictation
1, guide the students to find out the words that are easy to write wrong in this poem, and guide the students to write these words on the blackboard in Tian Zi Gerry.
2, a student in front of the blackboard demonstration, other students can copy according to their actual situation, can write silently.
[Not only accumulated language, but also trained students' memory ability]
Ten, summarize the full text, sublimate the beauty.
Teacher: (looking at the summary on the blackboard) This is a poem about scenery and philosophy. The scenery seen by the author in the first two sentences (blackboard writing: seeing the scenery)
The last two sentences are the truth that the author realized from the scene. Through the understanding of Lushan Mountain, the author tells us that only by observing and experiencing people, events and problems from multiple angles can we get a more comprehensive and fair evaluation.
Through summary, students can rise from superficial understanding to rational understanding, thus deepening their understanding of the text content. ]
XI。 Expansion and extension, accumulation and use
1. Throughout the ages, how many literati have visited Lushan and praised it? Besides this poem, you also know which poets wrote Lushan Mountain. Health: I know that Li Bai wrote Looking at Lushan Waterfall.
The teacher also collected some poems describing Lushan Mountain for everyone to see. (Courseware demonstration: Bai Juyi's Peach Blossom in Dalin Temple; Li Bai's Looking at the Five Old Peaks in Lushan Mountain; Tao Yuanming's drinking; Su Zhe's Seven Chants of Traveling to Lushan Mountain and Yang Shan; Mao Zedong Lushan Fairy Cave).
Choose a poem that I think is well written, copy it down and recite it.
(Courseware display homework:
(1) Write a handwritten newspaper with the theme of "Su Shi in My Eyes". You can write his poems, words, essays and collect his anecdotes.
(2) Collect some philosophical poems, copy and recite them, and understand the truth contained in them. (3) Write down your feelings and gains in this class. )
Appropriate supplementation of materials related to the text content in classroom teaching is not only conducive to students' better study, but also conducive to enriching students' language accumulation. At the same time, it extends from class to class, so that every student can learn and use Chinese in life and feel the fun of learning Chinese. ]