1. The basic idea of ancient poetry teaching in this course is to read more and feel more.
2. Through the proper guidance of teachers, lead students to recite, imagine, ask questions and feel in reading, so as to understand the meaning of ancient poetry and the author's feelings.
Teaching objectives
1, can recognize two new words such as snail and proficient, and can write five new words such as pavilion and court.
2. Read the text with emotion, recite three ancient poems, and write silently "Sitting alone in Jingting Mountain" and "Looking at Dongting from afar".
3, understand poetry, can imagine the pictures described in three ancient poems, and understand the author's emotions.
Preparation before class
1, Lushan Mountain, Xiling Snow Mountain and other scenic spots (or courseware).
2. Three freehand paintings (or courseware), such as Sitting Alone in Jingting Pavilion, Scenery in Dongting and Spring in Jiangnan.
Class arrangement
3 class hours.
Teaching process and design intention
first kind
First, courseware playing, introducing topics
Teacher: Students, did we visit many places during the holiday?
1. The courseware presents landscape maps such as Lushan Mountain and Xiling Snow Mountain.
The teacher asked: Where is this? Can you describe these scenes with some ancient poems? (Students say "Looking at Lushan Waterfall" and "Jueju". )
2. Then, three freehand brushwork paintings, Spring in the South of the Yangtze River, Scenery in Dongting and Sitting Alone in Jingting Pavilion, are presented in the form of courseware.
Teacher: Are these places beautiful? Do you know what these places are? (If you don't know, the teacher pointed out that this is Jingting Mountain, Dongting Lake and Jiangnan scenery respectively. )
Teacher: Now let's enjoy these beautiful scenery! Read lesson 65438 +0 three ancient poems.
Teacher's blackboard writing project "1, three ancient poems"
Design intention: courseware plays landscape pictures, reads pictures and tells poems to stimulate students' interest in learning; Presenting freehand brushwork paintings such as Jingting Mountain, Dongting Lake and Jiangnan scenery can help students have a general impression when reading poetry and play a directional role in helping students understand poetry.
Second, read the meaning by yourself with the help of notes.
Teacher: Today we are going to learn the first poem "Sitting alone in Jingting Mountain".
1. Introduction to the author and Jingting Mountain:
What we are studying today is the poems of Li Bai, a poet in the Tang Dynasty. Ting, read Ting, we have learned the word "stop" and removed the word "gas". This word is common in the names of pavilions, such as Love Night Pavilion and Drunk Pavilion.
Jingting Mountain: 5 kilometers north of Xuanzhou, Anhui, with an altitude of 286 meters.
2. Teachers read ancient poems, students try orthography, and then read them fluently.
With the help of notes, students have a preliminary understanding of the meaning of this poem.
4. communication:
(1) What do you understand after learning ancient poetry?
(2) Is there anything you don't understand? Bring it up for discussion.
Design intention: Encourage students to read by themselves skillfully on the basis of correct reading, and then preliminarily understand the meaning of the poem through comments.
Third, introduce the background and discuss its significance.
1, the teacher introduced the background of Li Bai's poems:
This poem was written by Li Bai during his autumn visit to Xuanzhou, Anhui Province in the 12th year of Tianbao (AD 753). At that time, the poet was forced to leave Chang 'an for ten years, and the world was cold. The long wandering life made him feel bitter and lonely.
2. Read the ancient poem again, ask yourself and answer:
Teacher: Through introduction, let's read the ancient poems again and see if there are any new experiences or questions.
3, the whole class read it again, the teacher asked:
(1) Who sits alone?
⑵ Read poems and experience them carefully. What did the poet see when he sat alone in Jingting Mountain? What did the poet hear? What will come to mind?
(3) Originally, there were many birds; There used to be a lonely cloud, but now it's all gone. What does the author think? Which word of the topic do these two sentences echo?
(4) "Look at each other" means looking at each other:
Obviously, there is only one poet in Jingting Mountain. Who can look him in the eye? What have you read here? Students try to read "Never tire of seeing each other, only Jingting Mountain". What words do you think should be emphasized to reflect the author's feelings?
If the students have asked some of the above questions, you can delete the questions in this session. If the students fail to go deep, the teacher needs to ask again.
Design intention: the teacher introduces the background of the poet's poems, so that students can understand the poet's inner feelings through the lines in the poems; The purpose of teachers' "questioning" is not only to guide students to deeply understand poetry and artistic conception, but also to test and feedback students' learning effect.
Fourth, try to read aloud, recite and write from memory.
1. Through exploration, we understand the realm of poetry. What kind of picture do you have in mind? What kind of people, what kind of scenery, what kind of feelings? Can you try to read it out and shape these pictures with the speed and severity of your voice?
2. After the trial reading, underline the stressed words with a pencil, and then underline the long sound, and then read it to your deskmate.
3, the whole class exchanges, the teacher nudges (students erase the wrong marks marked by their pencils, and then mark the correct stress and long sound with a pen), and students mark them before reading aloud.
4. Recite and memorize ancient poems.
Design intention: Teachers should not directly draw conclusions about the rhythm and stress of reading ancient poems. After the students try it themselves, the teacher will give the necessary guidance, and the reading effect will be better after forming mutually agreed opinions.
Second lesson
First, the introduction of Dongting, the introduction of topics
1, Becky's "Sitting alone in Jingting Mountain", this poem is also about scenery and feelings. After reading Wang Dongting, what scenery and feelings did you write? Reveal the topic and write Wang Dongting on the blackboard.
2. Introduce Dongting Lake.
Design intention: The introduction of the last ancient poem not only has a retrospective function, but also mainly reflects the connection between the two ancient poems.
Second, the initial pronunciation, read more Ming Yi.
1, students first read ancient poems:
"Snail": there are common snails, conchs and so on.
"Ting", "Tan" and "Luo" are pictophonetic characters, so we should pay attention to the "Bi" in "Ting" and "Ping Si".
2. Reread the ancient poems and understand them with the help of annotations;
(1) "harmony", harmony. Water and the sky are one color, harmonious and beautiful.
⑵ The green snail describes that Junshan Mountain in Dongting Lake looks like a snail. Because of the lush trees on Junshan Mountain, it is called "green snail".
3. Read ancient poems and communicate with each other:
The deskmates exchange their understanding of this poem, and ask each other if they don't understand it.
Design intention: Let the students read the poem by themselves, then read the poem through comments, and then communicate with each other to understand the meaning of the poem initially.
Third, reread ancient poems, stimulate imagination, solve problems and deepen understanding.
Teacher: Reading ancient poems requires understanding, and understanding comes from reading more, asking more questions and imagining more.
1, read ancient poems and imagine the picture:
What beautiful pictures do you have in mind? While reading ancient poems, imagine and talk about the pictures in your mind.
2. Teachers ask the following questions, and discuss and communicate in groups:
(1) Can Wang Dongting be changed to "Wang Dongting"?
"Harmony" means harmony. In your mind, what kind of "lake and autumn moon" picture is "harmony between two phases"?
The ancient "mirror" was made of polished copper. What kind of scene is "the mirror is not polished" ("There are microwaves", the lake is not absolutely flat, and there are ripples. Is there a contradiction between this and "there is no wind on the pool surface"
(4) What color is Cui? Mountain "Cui" is easy to understand, but what about water "Cui"?
5] What does "silver plate" mean? Is there any contradiction between the "white" lake here and the "green" water in front?
[6] Metaphor is used in several places. It seems clearer to change the last sentence to "Junshan is like a green snail". Is this a change?
3. The whole class reports and exchanges.
Design intention: Ask a few questions and grasp several seemingly contradictory places, which can arouse students' deep thinking and experience the artistic conception of the poem.
Fourth, read ancient poems and draw artistic conception.
1. Read and recite ancient poems.
2. Read the ancient poems, imagine the picture and draw the artistic conception:
Draw a stick figure, a picture with a poem and see which group is more poetic.
Design intention: Painting is a means to further understand the poetic realm, so it is not important to draw beautifully, but to embody poetry. Painting with poetry is interesting in form, which quietly realizes the goal of writing ancient poems silently.
The third category
Firstly, introduce the knowledge of epigraph and the learning of this first word.
Teacher: The first two capitals are poems, a word to be learned today. Memory of Jiangnan is a epigraph name. What is a epigraph? The epigraph, also called the word case, is the name of the tune used to fill words.
Teacher: Now let's open the book and read this word (the title of the blackboard is "Recalling Jiangnan").
Design intent:
The ancient poems involved in the first and second phases are mainly poems. It is necessary to point out to students that "Recalling Jiangnan" is not a poem name, but a epigraph name. Memory of Jiangnan is not a poem, but a word.
Second, read the pronunciation by yourself, get the general idea first, practice reading repeatedly, and recite ancient words.
1, self-reading pronunciation:
Note that "Zeng" is a polyphonic word. Here, reading céng means "once". Familiar. "Can you forget Jiangnan" is a rhetorical question, so we should pay attention to the rhetorical tone.
2. Practice reading and reciting old sayings repeatedly:
Practice independent reading, try to recite ancient Chinese, and then sit at the same table and test each other.
3. Tell me the general idea of the word.
Design intention: Bai Juyi's poem "Recalling Jiangnan" is easy to understand, and the text is not difficult to understand. The sentence "The rising sun rises, flowers in the river win the fire, and the river is blue in spring" has always been a well-known sentence and has been widely read by future generations. Therefore, reciting is a very important task.
Third, with the help of the learning methods of the first two poems, cooperative learning, reading the old saying and exploring its meaning.
1, understand the words with the help of notes.
2. Ask each other questions and solve problems.
3, teachers ask questions, discuss and answer:
(1) Jiangnan is good, but where is it? Look at the related words and answer them.
(2) "I used to know the scenery". Since the author knows Jiangnan like the back of his hand, why only talk about the scenery of "rivers and flowers" in Jiangnan? According to the students' answers, guide the students to understand the author's writing method of grasping the most typical scenery to express the spring scenery in the south of the Yangtze River. )
(3) "Red wins fire", what do you think of? What scenery is written in Green as Blue? What did you realize?
Guide students to imagine the sharp contrast between "red" and "green" colors, and experience the poet's sincere love for the scenery in the south of the Yangtze River.
Teachers should teach by learning when asking questions. If students have raised and solved some problems, there is no need to raise them again.
Design intention: Teachers ask questions, mainly to test the degree of students' thinking and experience, and also to guide students to understand deeply.
Fourth, ask questions to guide reading and deepen emotions.
The teacher asked: Do you know the reason why you can't forget Jiangnan now?
Yin Shi: Can you not remember Jiangnan? Because _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. (Students answer in words)
Teacher's quotation (changing tone and deepening emotion): Can you not remember Jiangnan? Because _ _ _ _ _ _ _ _. Students still answer in words, and the tone should be changed. )
The teacher quoted again (the tone changed and the emotion deepened): Can you not remember Jiangnan? Because _ _ _ _ _ _ _ _. Students also answer in words, and students' mood should be further changed.
Design intention: The teacher emphasizes the tone of reading aloud again and again, aiming at arousing students' strong emotional experience of "doing at sunrise and resting at sunset".
Verb (abbreviation of verb) Comprehensive comparison (similarities and differences) and summary of the whole class.
1, Teacher: After learning these three ancient poems, can you recite them one by one?
2. Compare similarities and differences:
The teacher wrote on the blackboard:
Same:
The authors are from the same dynasty (all written by Tang poets).
The scenery and location are the same (both belong to the south of the Yangtze River).
The content of poetry is the same (all about scenery and lyricism).
Different:
Genre forms are different (the first two are poems, the latter is words).
The poet's feelings are different (the first one is cold and lyrical, the latter two are passionate and lyrical. )。
The expressions are different (the first one is mainly personification, the second one is clever metaphor, and the third one is very contrasting).
3. Read three more ancient poems and the teacher will summarize them in the class.
blackboard-writing design
A comprehensive comparison of similarities and differences will help students fully understand the content and expression of ancient poetry and deepen their understanding of poetry.
1, three ancient poems:
Same:
The author lived in the same dynasty.
The scenery and location are the same.
The content of poetry is the same.
Different:
Genre forms are different.
Poets have different feelings.
Different expressions.
Design intention: The similarities and differences of the three ancient poems on the blackboard not only test the students' understanding of the three ancient poems, but also summarize and sort out the contents, emotions and expression techniques of the three poems, which is an improvement of the understanding of the poems.
Special suggestion
The teaching of ancient poetry should fully trust students' learning ability. Teachers should not talk too much, or even replace others, and should not express their understanding and feelings in large quantities before students understand. Doing so can fill the space for students to explore independently. In our teaching, we should encourage students to learn independently, cooperate and communicate, encourage students to understand through annotations, and use illustrations to communicate, so as to guide students to understand through reading and reciting.
Teachers should not lose the responsibility of guidance. Although we should believe in students' learning ability, this does not mean that teachers can give up the responsibility of guidance. The fourth-grade students' understanding of ancient poetry is very different. Many children think that knowing the meaning of each word is equivalent to understanding ancient poetry. In this regard, we need to give some guidance. For example, in the teaching of three ancient poems, there is a link of "teachers asking questions", which is a kind of guidance. This kind of "teacher's question" not only tests students' learning level, but also guides students to have a deeper understanding of ancient poetry, instead of tacitly thinking that students only stay in the understanding of isolated words and stay in the plain surface meaning.