Picking hibiscus by the river
Nineteen ancient poems
I. Theme
Parting and Acacia of Wandering Wanderers
First, artistic features
1, sadness with music (contrast)
2, with virtual reality (pause)
3, Wan Cookie Xiang (four-service tone)
Reflections on the teaching of "picking hibiscus by the river" 1;
Picking hibiscus on the River is a five-character poem written by scholars in the Eastern Han Dynasty, which was highly praised by Liu Xie and Zhong Rong. Liu Xie called it? The crown of five words? Zhong Rong literally said? Soul-stirring, can be said to be almost a word? . Ancient poetry is an important content of Chinese teaching in senior high school, and appreciation of ancient poetry is also a compulsory item in college entrance examination. Choosing this poem to participate in the competition is to show and explore the teaching of ancient poetry, and also to let the judges give guidance so as to better teach ancient poetry in the future.
This poem is clear and reasonable in link design. Through overall perception and repeated reading, students can initially understand ancient poems. Then through the analysis of images, expand imagination, deeply understand poetry, and finally discuss whether the lyric hero of poetry is male or female. The whole process also teaches students the skills of poetry expression through some examples, which not only enables students to learn poetry by analogy, but also enables students to master some methods of appreciating poetry. After learning the ancient poems, I will compare them with Strange Trees in the Courtyard with the same theme in Nineteen Ancient Poems. Generally speaking, the teaching effect can be realized in the actual classroom teaching. But there are two problems that I have been thinking about, and they are also problems that have always existed in the teaching of ancient poetry.
First of all, people often say? Poetry out of reach? Poetry is a process of language taste and emotional experience. It is suitable for repeated reciting and self-understanding, but it is really not suitable for word-for-word translation. Otherwise, it will destroy its artistic conception and emotional integrity and violate the principle of poetry appreciation. However, in actual teaching, it is impossible for students to read by themselves completely. In some cases, students can't understand some words and images at all.
Really understand poetry thoroughly, let alone sing emotionally. Moreover, in the college entrance examination, poetry appreciation is to analyze the images of some poems to understand the author's feelings. ? Poetry out of reach? And image analysis. Under this seemingly contradictory principle, despite the normal teaching in the classroom, there are still some puzzles.
Secondly, there is ambiguity in the discussion about the lyric hero of poetry. In the uniformly distributed teacher's teaching book, the lyric hero is identified as male, while in the distributed study guide, it is identified as female. There are contradictions. I wanted to let the students discuss it by themselves, but in the end I adopted an open attitude, whether male or female, as long as it is well-founded and well-founded. However, after repeated comparison, high praise from later generations and searching for information, it is considered that it is more appropriate and meaningful to identify women. But this will be very casual and students will not be able to express their opinions freely. In fact, poetry is to read your own feelings and understanding. When such problems arise, how to deal with them needs specific discussion and improvement.
The above is the teaching reflection of "Picking Hibiscus on the River", and I will write it down.
Reflection 2:
"Crossing the River to Pick Hibiscus" is the only article selected in Nineteen Ancient Poems, a compulsory course for senior high school Chinese published by People's Education Press. These poems are unpretentious and express the most basic and common feelings and thoughts in life, but they are easy to understand (in Ye Jiaying). Only by reciting and observing repeatedly can we feel its profundity, beauty and significance. In the absence of relevant emotional accumulation and life experience, it takes some efforts for students to actively experience this subtle and beautiful emotion in a class. I deeply understand the following two aspects of efforts in the teaching of this class.
1. Carry out targeted skills training according to the learning situation.
Based on what? Flip the classroom? I made a 4-minute pre-class micro-video for this class, in which I added? Basic knowledge of 19 ancient poems? 、? What are the pronunciations of difficult words in this lesson? 、? What are the common ways to interpret poetry emotion? These three contents. Judging from the actual situation in the classroom, students who know the memory in micro-video have a good grasp, but it belongs to the application level? Common methods to interpret poetry? This part of the content is very different because of the different individual abilities of students, and most students can only stay in the stage of memory and simple application. In other words, students can remember knowledge points and methods, but they can't use them freely and can't draw inferences from others. This learning situation of students is the starting point of my teaching. In order to let students learn three common methods (image analysis, grasping key words and analyzing expression skills) to interpret poetry emotions from memory, understanding and application, I have carried out four methods of teaching or training * * * * *: First, I made the first micro-video teaching before class; In class, guide students to analyze and taste their thoughts and feelings by methods, so that they can only read simple words. Missing? 、? Sad? Love reading? Warm? 、? Anxiety? 、? Cherish? 、? Lost? 、? Free? 、? Helpless? 、? Helpless? 、? Perseverance? 、? Regret? 、? Loyal? Wait for three ups and downs of emotional changes; After class, the students used these methods again to make an emotional interpretation of the famous sentences in Yan's Linjiang Xian and the teacher's Word Arithmetic Operator. After class, let the students compare the similarities and differences between the two poems "Picking the Lotus River" and "There are Strange Trees in the Courtyard" to express their feelings, so as to further consolidate and improve their ability to interpret poetry emotions. Judging from the detection of classroom teaching, method training has effectively trained and improved students' skills from beginning to end.
2. Give students a stage and let their peers lead their growth.
Students are the main body of the classroom, and teachers are only the organizers and promoters of the classroom. Compared with rote knowledge, students need us to teach them methods and skills, and this stage for students to practice is often occupied by teachers in daily teaching. With the gradual enrichment of teaching experience, I gradually realized that teachers should gather their own light and retreat behind students, so that students can have a bigger stage, and his companions are his best teachers.
In order to teach this lesson well, I have read a lot of literature and done a lot of thinking and classroom situation presupposition. Many times students touch on related topics and presuppositions, and I can't wait to get it off my chest. But every time this time, a voice reminds me repeatedly: hold back! The student found it himself, let him speak for himself! ? I know very well that if the fleeting spark of a student is not expressed, the world he is thinking about will always be dark. To this end, in class, I encourage them to put forward their own ideas and unique insights. Students can properly guide, expand and praise. His peers can supplement and encourage them. After reminding the students what they can't think of, the teacher doesn't need to use his knowledge and talent to suppress the classroom. The concept of the new curriculum reform tells me that students need teachers' affirmation to prove their abilities. How much the teacher teaches doesn't count, but how much the students learn is the most important thing.
The main goal of this lesson is to explore the emotion of poetry. Most emotions are discovered and supplemented by students. Teachers don't think for students, and even writing on the blackboard is the credit of students. Students prove their abilities in thinking and judging, consolidate their methods and learn from each other. My role is to organize and grasp the rhythm of the class, affirm students' discovery and thinking, help them identify with each other's judgment and expand their own problems. All the questions and assumptions I put forward in class are to help students think. Through speculation, students' impression of poetry emotion changes from vague and simple to clear and rich. From the teaching feedback, students' thinking has been effectively trained, and their ability to appreciate poetry emotions has been improved, which has achieved the expected results.
Of course, this class is also unsatisfactory. For example, students' reading guidance is not enough, some places' emotional excavation is not in place, and the training time is a bit cramped. These are all things that I need to pay attention to in future teaching.