Interpretation of teaching materials:
Farewell to the Yellow Crane Tower is a combination of prose and beauty. There are poems in it, and poems blend with each other. In the text, the farewell poem written by Li Bai, a teenager, for Meng Haoran, is somewhat nostalgic and melancholy, but it is different from the deep consideration of "advising the monarch to drink more and stay in the west for no reason" and the directness and profundity of "Peach Blossom Pond is deeper than thousands of feet, not as good as Wang Lun". More is that Li Bai expresses his admiration, yearning and reluctance, which is a more poetic farewell. The ancient poems in this paper are implicit and euphemistic, leaving us with infinite imagination space like Chinese painting flying white, while the modern texts are detailed and vivid, laying out many touching rhetorical situations for us. The arrangement of this textbook has greatly expanded the generating space of our interesting classroom.
Instructional design:
First, create situations, mobilize old knowledge, and establish interest in Chinese classroom.
"Parting hurts the body since ancient times", growing up in the country of poetry, students have been exposed to many farewell poems. Although many farewell scenes have not been experienced by students personally, these images perceived in poems and essays are also vague and piled up. It is an effective means to mobilize old knowledge and establish classroom interest by properly using multimedia innuendo images to create situations.
At the beginning of the course, accompanied by melodious music, let beautifully made courseware lead students across the vast and flowery Yangtze River to the Yellow Crane Tower overlooking the Yangtze River, where you can see the farewell scene of Li Bai and Meng Haoran facing the vast Yangtze River, and then recite and recite ancient poems with deep affection. Many vague images lurking in students' minds are instantly mapped and transplanted into clear images of A Farewell to the Yellow Crane Tower. The creation of situations has begun to take shape, and students' desire for autonomous learning has also been stimulated.
In class, in the third paragraph, learn the farewell part of Li Bai and Meng Haoran, and connect famous sentences, paying more attention to mobilizing students' poetry accumulation. Poetry accumulated by students seems to be a kind of writing symbol, but it is actually a place where some emotions exist. Mobilizing poetry is to subtly guide students' emotional participation. Since then, in the dialogue performance of classroom teaching, the students have recited many famous sentences, such as: "Mochow has no confidant in the future, and no one in the world knows you", "Peach Blossom Pond is deeper than thousands of feet, not as deep as Wang Lunshen", "However, China holds our friendship, and heaven keeps our neighbors", "Friends and relatives in Luoyang are like asking each other, and there is an ice heart in the jade pot", "I advise you to drink more, and there is no one in the west for no reason.
After class, the screen displays pictures (Li Bai faces the mighty Yangtze River and stares at the drifting "lone sail"), and plays three different background music. Read the ancient poem again. Two sentences express different feelings of farewell. Sublimate emotions with the help of music, and flash the light of students' interpretation.
Second, brand-new knowledge and new discoveries have increased the appeal of Chinese.
The birth of new things and the discovery of new knowledge will always attract people's attention and make people feel refreshed. Although Bao Wen's poems once met with students in the preface to Wang Teng-ting in the third grade, students' cognition is still very ignorant, and this style of learning is still very strange to students. Therefore, in teaching, I will grasp the characteristics of this textbook, stimulate students' interest and attract them to feel, experience and use language in knowledge.
After cleaning up the new words read at the beginning of the text, I asked the students to browse the text quickly, and told them the characteristics of this new genre of text, encouraged them to learn by themselves, and let them think while watching, thinking about which words can explain the first sentence and which words can explain the second, third and fourth sentences. Students passively accept learning. In order to actively explore the text, they quickly read modern literature and understand the meaning of ancient poetry, and chew words and phrases in the text. It makes the teaching of the first class, which is often boring and single, achieve the teaching goal with great interest under the spontaneous internal drive of students.
At the end of the text teaching, I lost no time to guide students to compare poems, feel the beauty of ancient and modern languages, and properly arrange small composition exercises.
Teacher: Everyone must still be immersed in the deep feelings of farewell between Li Bai and Meng Haoran. One is an ancient poem of just 28 words, and the other is a modern text of several hundred words. Which of these two different languages do you prefer?
Health: I like ancient poems, because they are implicit but leave us a lot of room for imagination.
Health: I also like ancient poems. Although the number of words is small, the content expressed is no less than that of modern literature with hundreds of words, which is concise.
Health: I appreciate modern literature very much, because the words are so beautiful! For example, "misty, full of flowers" is described as a picture scroll.
Health: I still like ancient poetry, because it is catchy and tasty to read.
Health: The dialogue in modern Chinese is so interesting that it reads like watching a movie. So we like modern Chinese.
……
With the wonderful students' views in front, after a brief summary, I strike while the iron is hot.
I said, "Let's think about it. For example, how would you compare the relationship between poetry and literature? "
The students are very simple. They say, "Like expanding sentences, articles are expanded by poems." Some students also said: "The article evolved from poetry."
Teacher: "Well, since you know, learn to rewrite an ancient poem."
The students agreed happily and excitedly.
Third, understanding the true feelings, profound insights are powerful.
In the teaching process, teachers' own talent, the depth and breadth of textbook interpretation, and the agility of preparing lessons and designing teaching can only be freely in and out of the classroom if they make enough efforts before class, so as to seize the excitement and shock the classroom. And students' emotional understanding and profound feelings often depend on specific situations and unique teaching activities. Once this spark breaks out in classroom teaching, it will undoubtedly shock all teachers and students, arouse the will of teachers and scholars to think and explore the text at a deeper level, and become a bright spot in classroom teaching. In the teaching of this class, we used the theme teaching idea of teacher Dou Guimei for reference, and linked the ancient poem To Wang Lun with the same theme. The introduction of dialogue performance naturally brought many unexpected surprises.
1, link the ancient poem "To Wang Lun" with the same theme.
After perceiving the text, learning the first and second paragraphs, and understanding parting, I introduced a poem with the same theme "To Wang Lun".
Teacher: This farewell scene reminds me of another farewell poem by Li Bai, "Li Bai takes a boat ..."
Health: (then chanting)
Teacher: Li Bai left without saying goodbye. When Wang Lun found out, he came to take a song to bid farewell. In fact, he sent out their friendship of "hiding thousands of feet". Now that Li Bai is facing another parting, in what form will he bid farewell to this mentor who has helped him a lot?
Then students blaspheme the third paragraph, annotate their feelings and experiences, and exchange and study in groups. In the subsequent collective communication, the students were inspired by "Song Zou" in To Wang Lun, imitating the dialogue, behavior (drinking) and poetry of Li Bai and Meng Haoran. This paper systematically summarizes the good opinions of "farewell with words", "farewell with wine" and "farewell with poetry", and introduces other famous ancient poems and sentences. Students' thinking is active, their opinions are unique, and the classroom atmosphere is unprecedentedly warm. The ensuing dialogue performance was also born.
2. Natural dialogue performance
Without any verbal encouragement, the students are ready to try.
Health 1 (looking up): Brother Meng, look how beautiful the scenery is and how blue the sky is!
Health 2 (finger in front): OK, dear brother! The foggy Yangtze River in March really makes people reluctant to leave!
Health 1: It would be nice if we could live here for a long time, but you are going to the river today. I really can't bear it!
Health 2: I don't want to part with you, but I believe we will meet again!
Sheng 1: Brother Meng, I have always regarded you as my brother and teacher since I met you. I learned a lot from you. To thank you, please drink this cup!
Health 2: Good brothers, fuck!
(The two raise their glasses and drink together. )
Health 2: Wang Bo put it well: "However, as long as China keeps our friendship, heaven will still be our neighbor." Although we are temporarily separated, our friendship will always be like the waves of the Yangtze River!
Health 1: Meng Ge "Mochow has no bosom friend in the road ahead, and the whole world doesn't know you?" I propose another toast to you, little brother. I wish you a pleasant journey and a bright future!
Health 2: Goodbye, my dear brother!
Fourth, in-depth reading, sincere feelings are infectious.
Chinese is not only a square character, but also an emotional symbol of "writing is heartless" and "language has temperature, and words know how cold and warm it is". How many experts are warning us to pay attention to emotion in Chinese teaching? Even Mr. Zhang Wenzhi raised emotional teaching to the height of life education. Teaching without emotion is rigid, let alone efficiency and interest. Only the classroom with true feelings can release emotions, and the release of emotions can not be separated from affectionate reading and sincere dialogue and communication. In teaching, I arrange students to study in this way, so that students can gradually feel the interest in Chinese learning under the guidance of reading.
1, read it when the chord of the shaft is not tuned. At the beginning of the class, accompanied by melodious music courseware, I had a deep reading of ancient poems, and then I recited "Farewell to Meng Haoran" in "A Trip to Yangzhou by Yellow Crane Tower" twice through the elegant and long sound of guqin. Infect students with sincere reading and guide them into the text.
2. Scene and time reading. After the full communication in the third paragraph, the students have a lot to say. At this time, the teacher does not need any extra links. You just need to give students a chance to read the dialogue. Read it! Go! Use their sincere feelings to infect other students, so that more students can feel the joy of learning Chinese.
3. Read when the true feelings are revealed. In the teaching of the fourth paragraph, after discussion and performance reading, students have all entered the text situation. I just made a little transitional guidance to let the students' true feelings penetrate into reading, and use reading to measure the temperature of language.
Teacher: (Transition) How nostalgic it was to talk about wine and write poems in those days! This pair of inseparable brothers is about to begin. Look (teacher guides, students read aloud) "The willows on the shore are crying. ...
Teacher: What did you read from Liu Shu Yi Yi, Sha Ou Diandian?
Health 1: Liu Yang and Sha Ou seem reluctant to leave Meng Haoran.
Health 2: The willow seems to be waving to Meng Haoran, and the seagull seems to be following Meng Haoran.
Health 3: Willows and Sha Ou are dotted with parting feelings.
4. When reading, I deeply feel the emotion that can't be expressed in words. In the intensive reading of the text, I realized the deep friendship between Li and Meng, and realized the complicated feelings of Li Bai's blessing, missing and reluctant to part with Meng Haoran when he bid farewell. This kind of emotion can't be expressed in words, so let him be integrated into the singing of poetry.
Of course, there are far more than a few teaching methods for people with feelings in teaching, which are more manifested in the teaching language in the classroom; Reflected in the ever-present teaching evaluation; When alluding to the appropriate transition summary; Even very brief compliments and sighs. Similarly, the development of interesting resources in Chinese teaching is far more than that.
Students are the main body of Chinese teaching. How to accept the effect of students' participation is an important measure to evaluate the effectiveness of classroom teaching. If students are unwilling to participate in Chinese learning and accept Chinese, we can imagine how boring our Chinese class will be. Reflect on ourselves, our classroom and our teaching. I hope we haven't turned "mother tongue teaching" into "killing interest". I hope Chinese teaching can make our children "study happily" and our teachers "enjoy Chinese".