Chapter 1
Teaching objectives
1. Taste the thirst for talents shown in the poem
2. Improve students’ Ability to appreciate ancient poetry
3. Cultivate noble moral sentiments
Teaching methods: reading, appreciation, discussion and analysis
Teaching ideas: Through reading, analysis and discussion, you can appreciate " "Dan Ge Xing" contains "worried" and energetic, generous and sad thoughts and feelings.
Teaching class one hour
Specific teaching steps
In "Qinyuan Spring Snow", Mao Zedong used the momentum of absorbing the storm and looked down on the monarchs of the past: " It is pity that the Qin Emperor and the Han Dynasty were slightly inferior in literary talent, and the Tang Zongzu and Song Zu were slightly inferior in style. king. If there is only one person in history who can compare with him, this person can only be Emperor Wu of Wei Cao Cao.
2. Introduction to the author
Cao Cao (155---220), also known as Mengde and nicknamed Ah Ma, was an outstanding statesman, military strategist and writer during the Three Kingdoms period. He implemented a "merit-based" policy. "Hold the emperor to order the princes." "Martial arts are established externally and literature is developed internally", which has made an indelible contribution to the development of history. Cao Cao has high artistic accomplishment. His Yuefu poems inherit the realist spirit of "happening from events" in Han Yuefu folk songs. His poems have simple language, deep emotions, desolate and solemn style, and are of high artistic quality. There is "Collection of Cao Cao".
3. Writing background
On the eve of the Battle of Chibi, after Cao Cao’s army connected the boats with iron chains, Cao Cao looked at the mighty momentum of the army and thought that he would soon be able to sweep away the four seas and unify the Central Plains. I couldn't help but feel happy about it, so I prepared drums and music, sang and danced to strengthen the military power, and drank until midnight, when I suddenly heard the sound of crows flying south. Cao Cao felt this scene and sang this "Dan Ge Xing", which expresses his ambition to unify the Central Plains. It can't help but make people sigh. Unfortunately, not long after, Cao Cao was defeated by the Sun and Liu coalition forces in Chibi. However, this immortal song Yuefu poems are widely sung.
4. Understanding the title
"Dan Ge Xing" is an old title of Han Yuefu and belongs to "Xianghe Ge? Ping Diaoqu". Yuefu also has "Long Song Xing". Long songs and short songs refer to the length of the tune. OK, a genre of ancient songs. This is probably a song used for banquets.
5. Demonstration and recitation of students’ emotional recitation
6. Overall perception and appreciation of the whole poem
(1) Appreciation of deconstructed poems in sections
< p> Decompose 1 pair of wine and songs, how is life? Like morning dew, it will be more painful every day when it goes away. Generosity should be shown as generosity, and contemplation will be unforgettable. The only way to relieve worries is Du Kang.The author emphasizes that he is very worried, so what is he worried about? How is your style?
"Singing to wine, how long is life? Like the morning dew, the past days are so bitter." The mood is sad, lamenting the short life and the passing of time; more importantly, the whole poem is filled with high emotions and contains timely meanings. Thoughts of effort. It is closely related to the poet's failure to seek talents and achievements.
In these eight lines of poetry, the main emotional feature is the word "sorrow", which is so "sorrowful" that it needs to be consumed with wine. The emotion of "sorrow" itself cannot be evaluated. What can be evaluated is only the objective content of this emotion, that is, why it is "sorrowful". If you worry because of selfishness, decadence, or even reaction, then this sadness is a negative emotion; on the contrary, if you worry for some progressive purpose, then it becomes a positive emotion. Viewed in a specific historical context, the melancholy expressed by Cao Cao here belongs to the latter and should receive appropriate historical evaluation.
Decomposition 2 Qingqing Zijin, leisurely my heart. But for your sake, I still ponder it. Yo yo deer roar, eat wild apples. I have guests who play the harp and sheng.
Question: Which poems are quoted here? What is expressed? What techniques were used?
Clear: These eight sentences are even more touching and profound. The two sentences "Qingqing" are originally from "The Book of Songs? Zheng Feng? Zijin". The original poem is about a girl who is missing her lover ("Qingqing Zijin, lingering in my heart. Even if I don't go, Zi Ning will not be heard") ?" (Your green collar is deeply lingering in my heart. Although I can't find you, why don't you take the initiative to send me news?) Cao Cao quoted this poem and said that he had been chanting it in a low voice. It is so clever to recite it. The use of allusions is of course a direct metaphor for the longing for "virtuous talents"; but what is more important is the two sentences he omitted: "Even if I don't go, will Zi Ning not inherit the sound?" Since it was actually impossible for Cao Cao to find those "virtuous people" one by one, he used this implicit method to remind them: "Even if I didn't find you, why didn't you take the initiative to join me?" This implicit meaning shows that his intention of "seeking talents" is really thoughtful, and indeed has touching power, and this touching power reflects the combination of politics and artistry in literary and artistic creation.
Then he quoted four sentences from "The Book of Songs? Xiaoya? Lu Ming" to describe the scene of the banquet between the guests and the host. This means that as long as you come to my place, I will treat you wholeheartedly. As a "guest".
These eight sentences still do not clearly say the word "seeking talents". Because what Cao Cao wrote is poetry, he used allusions as metaphors. This is the expression method of "euphemism and irony" (i.e., implicit expression method) .
Decomposition 3 is as bright as the moon, when can you take it off? Worry comes from it and cannot be cut off. The more unfamiliar you are, the more you cross the border, the more useless you are. We chatted and had a banquet, thinking about old kindness.
Question: How does this group of verses relate to and develop the poetic meaning of the previous verses?
Tip: These eight sentences are the emphasis and echo of the above sixteen sentences. The above sixteen sentences mainly talk about two meanings, that is, worrying about seeking talents, and expressing the need to treat talents with courtesy. The first four sentences are talking about sorrow again, which are echoes of the first eight sentences; the last four sentences are about the arrival of "virtuous talents", which are echoes of the second eight sentences. Therefore, the whole poem is more upbeat, low-spirited, and repeated, which strengthens the concentration of lyricism. From the perspective of expressing the literary theme of the poem, these eight sentences are not simply repeated, but contain profound meanings.
The first statement: the bright moon in the sky is always moving and will not stop ("懇" means "chuo", "Dan Ge Xing" "played by Jin Yue" is "chuo", that is, "stop") meaning); similarly, my desire to seek talents will not be cut off. The author will make a more clear statement on this point below. This is just a link between the previous and the following, serving as a transition and cushion.
The second way of saying it is: "It is as bright as the moon, when can we pick it up?" The literal meaning is "When can we pick up the bright and clear moon in the sky?" Here, a metaphor is used to describe it. The metaphor of talented people is the bright moon, which appropriately expresses the desire for talented people to come and return. But when this has not yet been realized, "worry comes from it and cannot be cut off."
In April, there are few stars, and the black magpie flies south, circling the tree three times, where is the branch to rely on? The mountains never get too high, the sea never gets too deep, the Duke of Zhou vomits food, and the world returns to its heart.
Question: How can the contents of the first four sentences be interpreted?
The first four sentences are descriptions of the natural environment. According to legend, this poem was written on the eve of the battle between Cao Cao and Sun Quan. Cao Cao hosted a banquet for the generals on the bank of the Yangtze River. In fact, the moon was near the zenith, which made the poet very excited. Therefore, Cao Cao used the scene of a black magpie circling a tree to inspire the wise men: not to be half-hearted, but to be good at choosing a branch to perch on, and quickly come to your side. These four lines of poetry vividly depict the situation and mood of those who are hesitant and hesitant. However, the author not only does not criticize at all, but also reveals his care and sympathy for these people in his rich poetic flavor. It is completely reasonable to attract and win talents, and it also gives full play to the unique infectious effect of poetry.
Question: How do the last four sentences express the main idea?
Analysis tips: The last four sentences are the finishing touch, clearly expressing my sincerity, hoping that all talents will come to me, and clearly clarifying the theme of this poem. The allusion of "the Duke of Zhou spits out food" highlights the author's thirst for talents. The two sentences "Mountains never tire of heights, and seas never tire of depths" also use metaphors to express very convincingly that the more talents, the better (Mountains never tire of soil, so they can be as high as they are; seas never tire of water, so they can be as deep as they are; kings never tire of scholars, so The world returns to its heart).
(2) Answer questions according to what was said in group discussions
1. What kind of theme (theme) does the poem express?
2. What artistic expression techniques are used in this poem?
3. How does the poet express his eagerness for talents through twists and turns?
VII. Summary
"Dan Ge Xing" reveals the author's eagerness to recruit talents and make contributions, hoping that a large number of talents can be used for his own use. In his political activities, Cao Cao strongly emphasized the "evaluation of talents only". To this end, he successively issued the "Order of Seeking Talents", "Order of Promoting Scholars", "Order of Seeking Excellent Talents", etc. "Dan Ge Xing" is actually a The song "Song of Seeking Virtue", and because it uses the form of poetry and contains rich lyrical elements, it can have a unique infectious effect. He effectively promoted the ideas he insisted on and cooperated with the decrees he issued.
8. Proficient reading and comprehension of homework assignments
9. Blackboard writing design
Part 2
1. Talking about the status and content of teaching materials
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"Dan Ge Xing" is the second poem in the "Three Poems" of Lesson 8, Unit 2, Compulsory Course 2, Chinese Language for Grade 1 students published by the People's Education Press. This unit is mainly about studying poetry from the Pre-Qin Dynasty to the Southern and Northern Dynasties. The content of the unit includes: "Two Poems from the Book of Songs", "Li*", "The Peacock Flies Southeast", and "Three Poems from the Han, Wei and Jin Dynasties". It is another piece of poetry learning for high school freshmen on the basis of the first unit of compulsory course 1 to study modern Chinese poetry. stage.
"Dan Ge Xing" is a four-character poem written by Cao Cao in the Wei Dynasty based on the old Yuefu title. Although it inherited the tradition of Yuefu in the Han Dynasty, in the face of the short life, it swept away the timely enjoyment in the Han Dynasty. The decadent poetic style was replaced by fresh realistic content - the promotion of political ideals, the desire to make achievements, and the strong personality, which all reflected the creative style of the literati in the Wei and Jin Dynasties. Studying it has positive educational significance for middle school students' ideological and moral and life value orientation.
2. Objectives of preaching and teaching
"Reading Appreciation" is the main body of high school Chinese textbooks published by the People's Education Press.
The requirements for this part of the new curriculum standard are that students can continuously enrich their spiritual life, improve their self-personality, and improve their realm of life through appreciation activities; and they can read fluently in Mandarin and appropriately express the thoughts and feelings of the text and their own reading feelings. , improve students’ Chinese literacy. Therefore, both the syllabus and textbooks emphasize that the teaching of high school Chinese poetry appreciation unit must focus on cultivating students' good reading qualities, and the teaching focus must be on how to guide students in reading appreciation.
According to the "Course Standards", the characteristics of the teaching materials, and the basic academic conditions of the students, the teaching objectives of this course are specially formulated as:
1. Knowledge and skills:
(1), be able to read poems fluently in Mandarin;
(2) understand the connotation of Cao Cao's "worry" and feel the emotional changes in poems;
(3) , learn and master the appreciation methods of using metaphors, allusions and other expression techniques in poetry.
2. Process and methods: Through situation creation, repeated reading, questioning and discussion, students are guided to explore independently, feel the text, and cultivate students' learning abilities such as independent cooperation and method induction.
3. Emotions and attitudes: Understand and learn from Cao Cao’s aggressive spirit to realize the value of life.
3. Important and difficult points in preaching and teaching
Teaching focus: Understand the poet’s twists and turns in expressing his desire to recruit talented people to make contributions.
Teaching difficulties: 1. Grasp the artistic conception (content) of poetry through the language of poetry.
2. The skill of using allusions and metaphors to express emotions.
IV. Talking about learning
The class I attend is K-1. The learning situation of the students in this class is as follows:
1. Knowledge In terms of ability: Poetry emphasizes reading aloud, and in terms of reading aloud, compared with other literary genres, first-year students in our school are more interested in poetry reading aloud. If we can grasp this, it will increase the learning atmosphere in the classroom. However, students’ understanding of poetry is still at a preliminary level. When studying modern Chinese poetry in the first unit of the compulsory course, we found that students have a narrow reading range and little life experience, and do not have the patience to deeply explore the poet’s thoughts and emotions through poems. , so that it is difficult to grasp the thoughts and feelings of the poem. Although this unit has laid the foundation for the teaching of the previous poems, I feel that students' foundation in reading poetry is still relatively weak, and their ability to appreciate and understand poetry needs to be further strengthened.
2. Personality: These students are not active enough in learning, like to be silent, and cannot actively participate in classroom activities and express themselves actively. I like to receive passively and learn whatever the teacher tells me. My autonomy needs to be cultivated and improved.
In terms of learning methods: Due to limited learning ability and the increase in high school subjects, not many students can independently complete homework in each subject outside class. There is no time to review, let alone preview new lessons. Often a text is in the There are not many students in the class who have read before class, and many teaching tasks can only be completed in class time.
3. Lecture teaching method
Based on the teaching material content and learner characteristics, encourage students to learn independently, mobilize students' initiative, cultivate students' ability to analyze and solve problems, improve Chinese literacy, and obtain To learn the ability and methods of learning, this lesson mainly uses the following strategies:
1. Experience method: students combine the situation and deeply understand the emotion and connotation of the poem through reading.
2. Questioning and doubt-solving method: guide students to be good at discovering problems, asking questions, and cultivating personalized reading ability.
3. Group cooperation and dialogue communication method: Cultivate students' autonomy, cooperation and inquiry abilities through dialogue between students and texts - students and students - students and teachers.
4. Expansion research method: Use new and old knowledge to expand and transfer, enriching the cultural connotation of poetry.
5. Preparation of teaching resources
① A video clip of Cao Cao's "Hengshan Composing Poems" in "The Romance of the Three Kingdoms".
② Self-made ppt courseware
6. Teaching process
(1) Review the introduction situation and clarify the learning objectives: (4 minutes)
2. Introductory topic: Today we will learn another song called "Dan Ge Xing" that he sang when he personally led an army of 800,000 people to line up on the Yangtze River in order to defeat the "Sun Liu Alliance" in one fell swoop. 》.
Design intention: Starting from talking about Cao Cao, it depends on the students’ knowledge reserve and reading level. Guide students into poetry and Cao Cao's heart.
(2) Overall perception of poetry (8 minutes)
1. Reading perception: Organize students to read the whole poem freely and initially perceive the verses.
2. Correct pronunciation. The teacher uses multimedia to show the preset pronunciations of important words in the poem.
3. Situational infection: Play a video clip of Cao Cao's "Hengshan Composition" in "The Romance of the Three Kingdoms".
4. Please read the whole poem aloud in your life.
Design intention: Only through original reading can we truly see students’ learning situation. Teachers should not have preconceived ideas and respect the learning rules from shallow to deep. Let students read independently and read smoothly.
The video of "Hengshan Composes Poems" allows students to compare other people's readings to further perceive the emotion of poetry.
(3) Text Appreciation Process (25 minutes)
The first option (an attempt at non-directive teaching methods)---autonomy, cooperation and dialogue
1. Guide students to learn independently: students read the poem again and ask questions.
2. In-group dialogue: Small and easy problems can be solved in the group.
3. Group-to-group dialogue: The group selects representatives to write representative problems that cannot be solved within the group on the blackboard and ask other groups to help answer them.
Teacher-student dialogue: problems that cannot be solved through group dialogue will be enlightened and cleared up by the teacher.
The second teaching plan: teachers preset questions and teachers and students collaborate to explore.
1. Problem solving;
2. Writing background;
3. Breakthroughs in important and difficult teaching points:
Research 1: Poets What emotions are expressed in this poem? Why do you have this emotion?
①Think about Cao Cao’s emotions while drinking and singing, and use one word or words to summarize this emotion.
②When you read "Singing to Wine", did you think of some poems you have learned before that involve the word "wine"?
Transition: Li, drinking reminds me of poetry, writing poems reminds me of wine. Wine and poetry seem to be twin brothers, forming an indissoluble bond. Please tell us what kind of emotion Cao Cao expressed when drinking in this poem?
③What is the author worried about?
④What rhetoric does the author use when describing life as short? What are the benefits of this rhetoric?
Transition: Since ancient times, we have lamented that time flies by and life grows old, and there are many people there. If there are any, please tell us.
⑤The beginning of Cao Cao's "Dan Ge Xing" also expressed the emotion that time is short and life is geometric. Then why did Cao Cao think that only wine can relieve his unforgettable "sorrows" after lamenting that life is short?
Research 2: It is often said that one speaks the truth after drinking. Did Cao Cao reveal the "truth" in his heart to everyone after drinking? If so, what is it? Please explain with the verses in the text.
②What expression techniques are used in these sentences?
③What psychological desires does the poet use allusions to express, and what is the role of such expressions?
④Ask a classmate to analyze other sentences with allusions in the article.
⑤ Summarize the expression effect of quoted allusions.
Transition: Cao Cao, who was full of knowledge and talent, conveyed his sincerity to the world in euphemistic language to seek talents and treat them with courtesy. Based on our analysis of sentences using allusions just now, let’s ask students to summarize how to understand poems that use allusions clearly. What are the benefits of using them this way?
Research 3: In addition to allusions, what other artistic techniques are used to express thoughts and feelings in the poem? Trial analysis. Conduct research in groups. (Pay attention to the expression format)
Teacher’s summary: By understanding the poet’s various expression techniques, we have entered the author’s heart and understood that Cao Cao not only expressed his desire for virtue in the poem, but also expressed In addition to the courtesy to talented people, it also shows a sincere and touching power. It can be said that this poem itself is an effort to seek talents and an "advertisement".
Design intention: 1. Really give the initiative of learning to students, in groups, through several interactive dialogue methods such as student-student dialogue within the group, student-student dialogue between groups, teacher-student dialogue, etc. Deeply understand the connotation and expression techniques of poetry, learn to appreciate poetry, and master corresponding methods and skills. Let students feel that they have gained something from each lesson. This is also a means to break through important and difficult points.
2. Intersperse reading aloud at appropriate times during students’ dialogue and communication, so that students’ perception and understanding can be effectively combined with the text, and reading can promote understanding, and understanding can promote reading.
3. The students’ temporary problems test the teacher’s basic skills and classroom control ability. For teachers, this is a challenge. But I think this kind of class is real.
(4) Class consolidation (8 minutes)
Recite "Dan Ge Xing"
Design intention: This poem expresses the twists and turns of emotions and is full of emotion , suitable for reading aloud, and contains many essential sentences, allowing students to experience the poet's taste through repeated chanting. Class time is also used to implement and consolidate the recitation tasks in a timely manner.
7. Talk about homework design
Read Cao Cao's "Ling for Seeking Talent", then summarize the poem "Dan Ge Xing", and talk about Cao Cao's view of seeking talents in written form What implications does it have for modern life, and what inspiration does it have for you? Requirements: Write on paper first, then prepare to speak.
Design intention: to train students to understand the content value of ancient literature from the perspective of historical development and draw national wisdom from it; to examine works with modern concepts and evaluate their positive significance and historical limitations. Let students communicate through writing after studying the text, and deepen their understanding of the poem through writing.
8. Talking about blackboard design
Thoughts, emotions and artistic techniques are the focus and difficulty of this lesson. Displaying these two parts on the blackboard gives students a clear and organized impression with highlighted important and difficult points. . The induction of expression formats is a guide to transform knowledge into techniques.