#二级# Introduction "Children Fishing" is a poem written by Hu Linneng, a poet in the Tang Dynasty. This poem describes a child concentrating on fishing by the water. Through the description of typical details, it extremely vividly reproduces the child's seriousness, innocence and childishness. The following is the original text, lesson plans and teaching reflection materials of the second-grade primary school Chinese language "Children's Fishing" compiled by None. I hope it will help you.
The original text of Article 1 "Children's Fishing" in Chinese language for the second grade of primary school is xiǎoérchuídiào
Children's Fishing
(Tang Dynasty) Hu Lingneng
péng tóu zhì zǐ xué chuí lún
The boy with unkempt hair learns fishing,
cè zuò méi tái cǎo yìng shēn
Sitting sideways and reflecting on the strawberries.
lù rén jiè wèn yáo zhāo shǒu
Passers-by asked and waved,
pà dé yú jīng bù yīng rén
Afraid of catching fish Shocking.
Notes:
Puffy: Describes the cuteness of a child. Childish: A young, ignorant child. Fishing (lún): fishing. Lun, silk thread used for fishing.
Berry (méi): a kind of wild grass. Moss: Bryophyte. Ying: cover.
To ask someone for directions.
Ying (yìng): respond, agree, accept.
Translation:
A child with disheveled hair is learning to fish, sitting sideways on the moss, with his figure silhouetted against the green grass.
When someone asked for directions, he would wave his little hand from afar because he did not dare to answer loudly for fear that the fish would be scared away.
Part 2 Chinese language "Children's Fishing" lesson plan for the second grade of primary school 1. Teaching objectives
1. Understand the poems and be able to express the meaning of the poems in your own words.
2. Guide students to imagine the cute image of a little boy who is focused on fishing based on the poem. Cultivate students' imagination ability.
3. Cultivate students’ ability to read and recite texts correctly, fluently and emotionally.
2. Teaching Focus and Difficulties
Guide students to understand poetry, appreciate emotions, and cultivate students’ imagination ability.
3. Teaching process
(1) Introduction of new lessons:
1. Students, have any of you ever gone fishing with your parents? How to fish? (Name students to talk about it)
2. Write on the blackboard and read the topic together.
(2) Explanation of the question:
Thinking about the question: What does "children" mean? "What does "children's fishing" mean?
(3) Study the text
1. Read the poems and listen to the recordings.
2. Students study on their own and look up words they don’t understand in the dictionary.
3. Understand the meaning of the first two lines of the poem.
4. Study the meaning of the last two lines of the poem.
①Read the last two sentences by name.
②Question: When the little boy was concentrating on fishing, who came?
③What is he here for?
④Look, what did the child do?
⑤Why is he waving his hand? What does "remote" mean?
⑥How can you tell that he is afraid of scaring the fish away? What sound are you afraid of scaring away the fish?
⑦What does "should" mean? (Answer)
Teacher summary: The child is not only afraid that the grandfather’s footsteps and questions will scare away the fish, but also that his own answer will scare away the fish. He devotes all his attention to fishing. What do you think? How is his fishing attitude? (very attentive; very serious)
⑧ Name the students to perform. One person plays the role of a passerby and the other plays the role of a child (to understand the child’s nervous mood)
⑨ Instruct the students to look at the pictures and read aloud to read out the little boy’s nervous mood.
⑩Name and explain the meaning of the last two lines of the poem.
5. Name the person and describe the meaning of the poem in your own words.
(4) Summary of the full text: The poet captured some of the characteristics of children while fishing, and vividly sketched the image of an innocent child with easy-to-understand verses. The poem contains: There is movement and stillness, and the blending of scenes makes people feel more intimate. Let us recite this poem aloud with such feelings, shall we?
Part 3: Reflection on the teaching of Chinese language "Children's Fishing" in the second grade of primary schools. The poem "Children's Fishing" is full of children's interest. The teacher designed many interesting methods in teaching. The children were very interested in learning and the class was always full of laughter. This lesson has a lot to offer.
1. Let the children understand the meaning of the poem on their own, but with necessary guidance. Before self-study, let the children recall what methods they use to understand the meaning of the poem, such as "reading notes, guessing from pictures, and contacting the context" etc. , the children started a lively discussion in the group according to their own induction method.
Judging from the feedback, the children's learning effect is very good. When one child gets up and talks about the meaning of the poem, many children rush to express different opinions and complement each other. After reaching a complete understanding of the meaning of the ancient poem, one girl insisted on talking about the meaning of the poem. Perhaps she felt that the teacher did not want her to talk about it. She plausibly said: "I understood it by combining reading the annotations and guessing from the pictures. . "What a child who knows how to learn." Teachers' generous learning space gives children the opportunity to fully develop their potential. Aren’t we trying to cultivate children who can learn and think?
2. Feel the artistic conception of poetry in various forms.
This poem is written about the children’s peers. The students feel very friendly and the childlike innocence is vivid on the paper. The teacher allows the children to perform in groups, which enriches their feelings about the poem during the performance. The children's performances reflected their wisdom and creativity: some groups used original poems to explain, and some groups used their own words to explain; some groups added small fish swimming in the water to their performances, and some added new ones for passers-by. Appropriate questions, the "unkempt boy" is even more vivid. The excitement is yet to come. The teacher asked: "Can you sing this ancient poem with a familiar melody?" One child made up his own tune and sang it again. Another child said that he could sing it in Huangmei tune. After listening carefully, it turned out that it was true. thing, another child said: I can sing it with "Butterfly Lovers". Immediately, several children whispered: Can this be sung by Butterfly Lovers? I'm also very curious. Listen, the melody of Butterfly Lovers paired with this poem is a different story. I think whether it is appropriate or not, students are interested in this form of learning and can't stop it in the end. What students get in the learning process is a pleasant psychological experience, which should be beneficial.
3. The shortcomings are also obvious. There is more than enough movement but not enough stillness. For example, self-study of the meaning of ancient poetry lacks the students' personal quiet thinking and reading. It will be more conducive to communication based on personal thinking. In addition, there are many activities, but the most needed activity - recitation - is not enough. Students have not read the poem several times, let alone recited it well. It is not enough to stimulate students' imagination. We should guide students to imagine while reading, enter the realm described by ancient poems, and feel the beauty of the poem's artistic conception and language. One poem per class is too thin. It can shorten the time of learning this poem, supplement other ancient poems about children, and allow students to experience more images of children in classical poems.