Selected Reflections on Ancient Poetry Teaching 10 1 students have accumulated a certain amount of language. They are already familiar with the ancient poem "Poem of Quiet Night", and some students can read and recite it before class. The language material "ancient poetry" is a kind of crystallization, which contains profound wisdom and philosophy. Through investigation, it is found that their so-called rote memorization is just a mechanical memory. Some students don't even know some words in the poem, their pronunciation is inaccurate, their glyphs are unclear, and they still don't understand the poem and its meaning. Therefore, in teaching, according to the students' learning situation and the requirements of junior high school Chinese teaching syllabus, I further put forward the teaching goal of this class, that is, on the basis of understanding the meaning and verse, read and recite this poem well and realize the truth contained in ancient poetry.
I didn't follow the procedure in the article directly. First, I design a series of questions to let students observe the difference between the moon in the picture and the moon we usually see. When is this moon? How do your family spend the Mid-Autumn Festival? What would you think if you were alone in a foreign land and looked at the round moon? Students also speak freely and input my pre-designed teaching ideas. This naturally leads to the ancient poem "Poem on a Quiet Night", so that students can better understand this ancient poem after understanding the background of Li Bai's writing this poem. The teaching design of this link also fully caters to the imaginative psychological characteristics of second-grade children. While guiding students' imagination, explore the artistic conception at that time and reproduce the poet's feelings.
I think that only by transforming the potential methodological factors in the knowledge system into the direct objects of students' learning can we inspire and guide students to fully understand the process of knowledge creation; Only by changing the static knowledge in the textbook content into the dynamic object of students' thinking activities can students' learning enthusiasm be fully mobilized in the teaching process.
Selected Thoughts on the Teaching of Ancient Poetry 10 Two poems are catchy to read, integrated with time and scene, and vividly show the tenacious vitality of weeds. Because students can basically recite this poem, on this basis, I pay attention to reading guidance for students. Take the form of teacher's demonstration reading, drawing rhythm and naming reading. Improve students' reading ability.
Although the new curriculum reform pays attention to students' independent reading of Since the Enlightenment, they think, understand, feel and experience the feelings that the author wants to express through repeated reading, and then express themselves, so that the author, the text and the reader can be organically integrated. However, I don't think any student will think of the meaning of "parting" in the sentence "boundless grass overflows the plain" as "lush", while the meaning of "fading glory" in the sentence "coming and going with the seasons" seems easier to understand, but it is not so easy for the second-grade children to think of it.
So at this time I gave full play to the role of multimedia teaching. Through pictures, students can feel the lush grass, which means "separation". By comparing the two pictures of lush grass and yellow grass, students can understand the meaning of "withering", and it is easier to form a picture in their minds, which is more conducive to students' understanding and sentiment. and
Through the last two easy-to-understand poems, I realized the tenacious vitality of the grass. Then, guide students to recite poems repeatedly, so that there are poems in their hearts and paintings in their hearts. Perhaps these are a little difficult for the second-year students, but I think it is not necessarily impossible to deepen and broaden the students' knowledge appropriately.
Reflections on the Teaching of Ancient Poems 10 Three ancient poems in this lesson are related in content, all about childhood life.
When teaching three ancient poems, I first let the students read each poem correctly and fluently, and have a general understanding of the content of the poem as a whole.
Then combined with annotations, let students understand the meaning of each poem through self-study and group cooperative learning, and then understand the meaning of the whole poem and the author's thoughts and feelings. Finally, guide students to read and recite poems with emotion.
Selected Reflections on the Teaching of Ancient Poetry 10 4 Generally speaking, ancient poetry can be divided into two parts-what you see and feel. What part of the poem was seen by the poet when the students recited it? What part is the writer's feeling? Show the courseware when students recite. The first two sentences are what the poet sees, and the last two sentences are feelings. ) The poet described the Lushan Mountain in his eyes, but the Lushan Mountain in the poet's eyes was different. Why? How does the poet explain this? Why can't I see the whole view of Lushan Mountain in the mountains?
The poet Su Shi learned a truth when he looked at Lushan Mountain-if he wants to understand a thing, he must observe it comprehensively, not just one side. In fact, many truths exist in our life and study. I hope that students will also pay attention to it, find truth from life and study, and learn truth. Okay？
Selected Thoughts on Teaching Ancient Poems 10 5 "Ying Ying Learning Ancient Poems" is a typical "set of poems" text, which contains a dialogue between Ying Ying and Grandma, in which Ying Ying vividly and naturally introduces the author of the story "Thinking about a Quiet Night" and the meaning of the poem. It is difficult for junior two students to feel homesickness in the poem "Thinking of a Quiet Night". In this case, I caught three words in the poem: stillness, night and thinking. By mobilizing students' life experience, I can guide students to look at pictures, expand their imagination, and guide them into the "quiet night" situation, thus stimulating students' emotions and thinking about poets' thoughts. I didn't follow the procedure of the text directly. I first designed a series of questions to let students observe the difference between the moon in the picture and the moon we usually see. When is this moon? How do your family spend the Mid-Autumn Festival? What would you think if you were alone in a foreign land and looked at the round moon? Students also speak freely and input my pre-designed teaching ideas.
Therefore, the ancient poem "Thinking about a Quiet Night" was naturally introduced, so that students can better understand this ancient poem after knowing the background of Li Bai's writing this poem. At the same time, it fully caters to their imaginative psychological characteristics. In the process of guiding imagination, we should develop the artistic conception of poetry and reproduce the poet's feelings.
I think that only by transforming the potential methodological factors in the knowledge system into the direct objects of students' learning can we inspire and guide students to fully understand the process of knowledge creation; Only by changing the static knowledge in the textbook content into the dynamic object of students' thinking activities can students' learning enthusiasm be fully mobilized in the teaching process.
Selected Thoughts on the Teaching of Ancient Poetry 10 6 Village Residence is the second song of Two Ancient Poems in Lesson 4. After learning the poem "Xiao Chun" and experiencing the love and cherish of spring brought by the poet Meng Haoran, I will experience the spring in the pastoral countryside in the eyes of the poet Gao Ding.
In the preview before class, we have arranged model essay reading, and arranged for students to circle and write down new words, which laid the foundation for the recognition and reading of new words in class. In class, first do a model essay reading, let the students experience the grasp of rhyme again, and then let the students read it by themselves. But in the process of arranging self-study, students always read together. This aspect needs more training, so that students can understand various reading methods such as self-reading, self-reading and silent reading, so as to better carry out reading training.
Students can understand the meaning of the first half of the poem, "The grass grows in February and the willows are drunk with spring smoke". The second half of the sentence is not easy to understand, so teach this part directly. But to understand the meaning of this poem as a whole, students' experience is very general. Although inspired by imagination, students feel the beauty of spring, but it is not strong enough, indicating that the usual emotional accumulation is not enough, but also that emotional sublimation is not in place.
In the explanation of new words, distinguish different colors of chalk for students who can read and write, so that students can deepen their impression; In the process of literacy, according to students' word combinations, it is helpful for students to increase the distinction between homophones and variant forms and the accumulation of polyphones in time. However, there is a problem of insufficient practice in the teaching of neologisms, which only allows students to recognize the words in the poem, without examining the students' mastery of neologisms alone. In writing teaching, students should be more involved, let them experience the writing of Chinese characters and establish the structural concept of writing.
In the explanation of the whole poem, the teacher's dominant position is too strong, the student's dominant position is not fully reflected, and the students are not really actively involved in the poetry experience. The reason for this problem is that the problems set are not in line with the actual life of students, so we should pay attention to this point in mobilizing students' enthusiasm in future classes.
In terms of habit formation, it needs to be continuously strengthened. In class, students' sitting posture, raising hands and answering questions have been improved, and the correct writing posture needs further training. Habit formation can not only be based on the performance of this class, but also through long-term intensive training. In addition, it is necessary to pay attention to the phenomenon that individual students are absent-minded in class.
Selected reflections on the teaching of ancient poetry: 10 7 1. Knowledge achieved by grade teaching and research: high-level and large-capacity classrooms are effective and students like them.
2. It is the premise for students to collect data and extract information, so that teachers and students can have a broad dialogue space. They should train regularly and use this method more.
3. An exquisite teaching design course can easily break through the difficulties in classroom teaching.
4. Disadvantages of such courses:
The reading guidance of ancient poetry is weak.
Because of the large classroom capacity and tight teaching links, the time left for children to think and speak freely is a bit hasty. Teachers should have more ideas to guide problems and let go, giving students more space for independent and free learning.
The aesthetic study of ancient poetry is a little weak, which can be made up by music, background pictures and teachers' aesthetic language.
Selected Thoughts on the Teaching of Ancient Poetry 10 8 is a dialogue article. The text leads to the famous sentence "Thinking about a Quiet Night" by Li Bai, a great poet in the Tang Dynasty, in the form of a dialogue between Grandma and Ying Ying. The text is easy to understand, and many students can recite this poem. Maybe at the beginning of the class, the students were confused about the form. As a result, the first class, indeed as expected. Some students don't even know a few conversations, so I'll show my children the difference between this text and the original, and then let them talk about who they are talking to. After several times, the students answered one by one, and then I told the children that this was the article.
When reading this article well, I feel that the children's classroom performance is very dull, and of course there are waves, especially when understanding the meaning of ancient poetry. Some children told us through observation and imagination that on this full moon night, the reunion night of Mid-Autumn Festival, when others were reunited with their families, Li Bai was alone in a foreign land and felt lonely, and it was inevitable that he would miss his hometown and his loved ones. Then let them talk about their feelings in connection with real life. Some students combined their own experiences to tell their special feelings in a foreign land. So I asked the children to pick up their books and read the text again. Their reading was beyond my expectation, and I realized that they were as faint as Li Bai, a great poet.
In my opinion, a good feeling is to guide students to stimulate broad thinking, so as to really mobilize their enthusiasm for learning.
Selected Reflections on the Teaching of Ancient Poems 10 9 The ancient poem Xiao Chun is a well-known poem. Before learning, I estimate that every student should have memorized it almost. However, after teaching students to read by themselves in class, they found that many of them could not understand at all. But children are children after all, and they don't have to learn if they think they can recite. If you really want them to understand poetry, it is impossible to read an understanding sentence after the teacher. How can this class stimulate students' interest in learning? At the moment of class, I was in a hurry. I know I can't go to class as usual. After a class, I also got new inspiration.
First, give students the initiative to read.
After the students read by themselves, ask them to say: which word do you want to remind everyone to read well? Students have always been interested in the role of "little teacher" and expressed their opinions one after another, such as "Jue" reading pouting sound, "Chu" reading tongue sound, "Sheng" reading nasal sound and so on. I asked the students to form words and talk about how to remember these difficult words quickly. Then I asked: Which word tells us when this poem was written? Which word tells you you don't understand? What does "small" mean? What should I do if I don't know? Students don't understand the meaning of this poem. I asked them to mark it with symbols, read the poem again and guess the poem.
Second, stimulate the theme of poetry from the performance.
Only when students understand the main idea of the poem can they understand the artistic conception and emotion of the poem, so that they will not read without expression. Therefore, when students can read that the poet wrote what he saw and thought in this season of spring, I ask students to watch me and act it out while observing, and students' interest will be high. (at the beginning, I don't want to wake up from my sleep, followed by a performance to see the fallen flowers on the ground outside the window and know that it rained all night, with a poetic explanation in vernacular. Through such intuitive performances and speeches, students have a general understanding of poetry. Next, I will let the students reread the ancient poems with their own understanding and inspire them to create their own actions and perform them. I really look down on children. Just now I was worried that they couldn't read poetry, but
Now I can read this poem with expressions and actions. It is full of sound and emotion. I believe they have a deep understanding and impression of this poem.
Thanks to my students, I have seen their vitality and potential again. I know that once the initiative of classroom owners is fully exerted, their interest in learning will naturally be very strong. I also believe that if every classroom teaching is carefully designed and tried, students' learning effect will naturally get twice the result with half the effort.
10 pieces 10 pieces of art works will be eclipsed, but the failure of Chinese teachers to draw in class can make the classroom better. The following lessons are the best examples:
My children and I learned an ancient poem "Jueju" by Du Fu. Just after we understood this poem, a child suggested: Teacher, this poem is so beautiful, let's draw it into a picture. To tell the truth, this suggestion was designed by me in the process of preparing lessons. I want to do it after the students have learned and memorized ancient poems. But on second thought, since it was put forward by children, why didn't I follow their wishes? So I asked them to "draw" the poem according to their own understanding. The children were very excited this time. They took out paper and pens and drew carefully. Five minutes later, beautiful landscape paintings were born in their hands. As soon as I got excited, I picked up chalk and drew on the blackboard. Unexpectedly, when I drew the window of the room, several children couldn't help shouting, "Teacher, you drew it wrong!" " "It's my turn to wonder this time. I read the poem from left to right and found no flaws, so I asked them why the teacher made mistakes. They came to me one by one and said, "teacher, your window is painted in the wrong position." That window should be painted in front of the snow-capped mountains, not beside them. "I haven't had time to find out why. A little boy who is usually very active simply stepped onto the platform, picked up chalk, drew a window in front of the snow-capped mountain, and then asked me, "Teacher, there is snow in the window of Xiling Qian Qiu in the book. Should the snow-capped mountain be placed in the window frame?" "Hearing this, I took the lead in clapping my hands, not for anything else, because the students solved a key point of this class-understanding the artistic conception of the word' containing'. What excites me even more is that in the following learning process, the children's enthusiasm for learning has reached an unprecedented climax. In the thick atmosphere of poetry and painting, my children and I successfully completed a "journey of poetry and painting".
This also reminds me of an educator's words: excitement and excitement can make students unconsciously show interest in learning content, and then let them actively participate in classroom activities. Indeed, the window was inadvertently "installed" in the wrong place, so that students can not help but have a psychological inquiry, enthusiasm, interest, thinking sparks collided in a happy atmosphere. At this point, the text and life get the best integration, and the feelings gush out in the students' hearts like spring water.
Thanks to this failure, if it weren't for this failure, the students would at best find and understand the "containing" in the "window of Xiling containing thousands of autumn snow" under my guidance, because I have such a link in the preset goal, but I know that today's classroom will definitely not have such an effect, because the initiative is in the hands of the teacher. Because of this failure, I saw the potential of students growing like a volcano. I used to worry that students would not understand the text without my guidance, and I was always thinking about how to guide students. Now I think the most important thing to do is how to grasp the opportunity of interactive communication in class and stimulate children's curiosity.