Lecture Notes on "The Cottage Was Blown by Autumn Wind" 1 1, teaching material analysis
(1) and the knowledge system of textbooks before and after.
Students have studied ancient poetry in senior one, and they have a certain understanding of the format, language sense and reading methods of ancient poetry. Students are no strangers to Du Fu, the author of this poem. They have already learned Du Fu's "Spring Watch" in their first year of high school, and have a preliminary understanding of his poems. This lesson, five poems, all talk about seeing the scenery and expressing feelings when something happens. Mao is the first one, and it is also the one with the most intense emotional characteristics and the deepest connotation. By learning this poem, students can master the method of understanding poetry, and learning the other four poems will be much smoother. Moreover, this poem is a famous sentence of poet Du Fu. Through the study of this poem, students will have a better understanding of the formal features of the poem and the famous ancient poems in China. Students can also be influenced by the poet's humanitarian spirit in the process of gradually feeling Du Fu's broad mind of caring for the country and the people and sacrificing himself for others.
(2) Knowledge system words in this lesson (omitted)
A, this poem has clear structure, concise language and strong feelings, which is suitable for reciting and is conducive to cultivating students' sense of language about ancient poems.
B, this poem is a seven-character ancient poem, but the sentence pattern in the poem breaks the formal shackles of seven-character antithesis, and is always short and strange, which is convenient for portraying images and expressing feelings. Through the language of images, vivid pictures are presented, and feelings are contained in the description. The writing method of scene blending is worth appreciating and learning.
C. The profound social significance of poetry.
Second, determine the teaching objectives
1, according to
The new curriculum standard (1) advocates that Chinese teaching in middle schools should be devoted to improving students' language ability and humanistic quality in an all-round way, cultivating students' sense of language, developing students' thinking and innovative spirit, and promoting students to form good habits of learning Chinese. The teaching of ancient poetry in junior middle school focuses on cultivating students' interest and sense of language, and appropriately accumulating certain knowledge of classical Chinese words, so as to let students know about China ancient literary writers. My personal understanding is to make students want to read, be able to read, be familiar with and interpret ancient poems. As for this lesson, I don't have much written knowledge, and the language is popular and profound, so I plan to focus on the poem "reading" and "interpretation".
(2) student analysis
The new curriculum reform advocates student-centered learning and "teacher-student interaction and student-student interaction" in the classroom. Therefore, it is very important to analyze the current situation of students. The study group of "The Hut is Blown by Autumn Wind" is a group of boys and girls around 14 years old. They grew up in the 1990s when they had enough food and clothing, and were limited by their accumulated experience and knowledge. This ancient poem expresses their personal experiences and ideals for the country, and it is bound to be difficult to understand it deeply. Moreover, there are several different levels in the student group according to their learning ability and perception ability; Different class groups have different personalities, so teachers must flexibly set up the teaching process, carefully arrange questions, and skillfully use analogies to inspire students' thinking, so that "top students eat well, middle students eat well, and inferior students eat well." For example, simple questions can be completed by all students at the same time; Slightly difficult, students discuss, inspire each other, and the teacher comments; The difficulties are discussed under the inspiration of the teacher. On the other hand, teachers should also respond to students' questions in class, and start new discussions or arrange research activities after class. (For another example, in the two classes I teach, both classes are very active. In contrast, there are many people with independent opinions in Class A, and there are many "conservative" people in Class B, so in Class A, I will encourage independent students to speak individually and let them drive the class; In class B, I mainly inspire and guide the whole class. In this way, students in both classes can think positively around the classroom. )
2. Determine the basic teaching objectives.
Through teaching, teachers guide students to master the following contents:
1, master the correct reading method of this poem, get familiar with this poem during reading, and understand the content described in the poem.
2. Through repeated recitation and association, grasp the poetic image, and then understand the artistic conception in the poem.
3, contact the poet's life experience and situation, combined with the description and lyricism in the poem, grasp the author's thoughts and feelings.
4. Feel the rhythm and rhythm of poetry and taste the image, vividness and conciseness of poetic language.
Teaching emphasis: understand the author's thoughts and feelings reflected in this poem and feed this understanding back to reading.
Teaching difficulties: understanding of Long Night; Understanding of the poet's thought of worrying about the country and the people.
Third, the teaching thought:
Basic principles: focus on objectives, pay attention to knowledge transfer, guide reading, realize in reading, explore and discuss, teach students in accordance with their aptitude, and devote themselves to the overall improvement of Chinese literacy.
How to distract students' thinking without making it too loose? How to make students with low understanding level realize the correct grasp of poetry and prose? How to deal with "unexpected" questions raised by students? Obviously, the teaching goal must be clear, but it can't be grasped. Teachers should flexibly adjust the classroom process according to the actual performance of students. Teachers should first stimulate all students' interest in reading this poem, then guide the general discussion direction, encourage students to discuss with each other and ask questions actively. Teachers should undertake the tasks of reading, summarizing and commenting, and be fully prepared for unexpected problems.
Fourth, teaching methods and means.
(1) instruction in learning methods-based on the principle of "three benefits"
① It is beneficial to stimulate students' interest in learning and positive thinking.
② It is beneficial to bring students' learning initiative into play and cultivate their learning methods, so as to facilitate their lifelong sustainable development.
③ It is beneficial to tap students' potential and cultivate their innovative spirit and practical ability.
Specific operation mode: independent inquiry and group cooperation.
The student-centered principle should be emphasized in the teaching process. The main goal of reading teaching is to cultivate students' innovative consciousness and ability, so as to maximize the quality of readers and adapt to the challenges of science and technology in the future. Therefore, in reading teaching, teachers can never replace others. Instead, students should participate in the whole process of teaching activities independently, actively and wholeheartedly, and mobilize their life accumulation (life experience, knowledge reserve, artistic accomplishment, reading experience, etc.). ) to create, so as to form a systematic, comprehensive and regular rational understanding and logical grasp of language and cultural knowledge, and internalize language and cultural knowledge and experience into their own thoughts and experiences.
(2) Teaching methods
(1) Grasp reading. The rhythm and rhythm of poetry should be felt through reading, and the emotional connotation of poetry should also be understood through reading. Reading is not only necessary for your own understanding; Reading is also to infect others and produce * * * sounds. Therefore, poetry should not only be read aloud, but also be read aloud to read out feelings and meanings. So reading aloud runs through the whole teaching process. According to the principle of step by step, the teaching of this course has arranged four levels of reading, and each level of reading has promoted the four levels of understanding of the text content and feelings, and students have a profound understanding in reading and reading.
② Insist on heuristics. The questions should be concise, and different counseling methods should be adopted for students of different levels. On the basis of students' active learning and communication, guide students to grasp keywords properly, and understand the artistic conception and feelings of words by reading aloud and using association and imagination. Let students learn how to read poems.
③ Transforming teaching knowledge into teaching methods. Cultivate students' interest and ability to explore independently, and teach them to develop the reading habit of actively understanding poetry content with reference books.
(3) means-student-centered, teacher-led, combined with multimedia audio-visual equipment to assist teaching.
Verb (abbreviation of verb) teaching process (two forms of expression: A takes students as the main body and teachers as the supplement; B reflects teaching methods and learning rules)
Specific process
(1) import.
Recall Du Fu's relevant information (dynasty, font size, reputation, etc.). ) and recite "Spring Hope", let the students talk about the current political characteristics and social conditions in Du Fu's era. (Projecting related pictures and text materials)
(2) overall perception.
1, students read the text together, and the teacher gives directions to difficult words.
2. Teachers usually read aloud to correct pronunciation. Students listen and pay attention to difficult words. (Highlight some words with phonetic notation and explanation)
3. Students are free to read aloud, and the teacher reminds students to pay attention to the rhyme of poetry.
(project the basic rhythm of this poem and mark the rhyming part)
(3) Taste the language.
This poem has two outstanding linguistic features: first, the language is vivid; Second, the structure is rigorous and orderly. Focus on letting students taste the wonderful words in poetry and the characteristics that the phonetic rhythm changes with the change of mood.
Ask the students: "You have read this poem at least twice. What do you think of this language? " ? What words are there that you are particularly concerned about? Why? "Students discuss in groups, and then let the delegates express their opinions. The teacher nudged the camera. After the speech, read the poem aloud.
(4) discussion between teachers and students.
Prompt students to think about the content and significance of poetry in combination with text notes. Through it, we can grasp the difficulties.
1, grasp the content of the poem.
Many students here will ask why "Wei" reads Wei's upper voice, and the teacher can analyze the topic of poetry on this issue.
(1) Q: According to the title, under what circumstances was this poem written by the poet? (Ask questions individually, students raise their hands to answer)
Hugging: According to the title, we can initially understand that this poem was written in August after the hut was broken by the autumn wind. "Wei" means "yes" here.
⑵ Q: Did the poet write this poem just to vent his dissatisfaction because the hut was broken by the autumn wind? Combined with the situation described in the poem, infer the author's situation and thoughts and feelings. (Students discuss in groups, express their opinions and ask new questions)
Hugging: the poet's misfortunes are one after another. Autumn wind, crowds, thin blankets and night rain deepened the pain of old Du Fu layer by layer. Behind all this is the social situation in which the country turned from prosperity to decline after the war. The poet was poor at that time, as can be seen from his humble residence, sparse thatch and outdated bedding. Under such circumstances, the poet's mood is undoubtedly very heavy.
2. Think about the meaning of poetry.
In this part, students are likely to ask some questions, such as: "Why didn't Du Fu seek help from relatives and friends and live in a better house?" "Du Fu is so talented and has been an official. Why did he fall into such a situation? " "Why didn't he fix the roof of the hut at once, but watched the bedside table leak?" "Du Fu himself is so miserable, why worry about the country and the people?" According to the students' age and experience, they don't fully understand why Du Fu worried about the poor people in the world because of his concern, and they don't understand that the ideal of "a thousand rooms in Wan Ren" could not be realized at that time, but the poet still had hope. At this time, we can discuss, understand the social situation and the poet's mentality at that time, and understand the poet's ideological realm.
(3) Q: In the face of this heavy misfortune, if you were the protagonist, what psychological activities would you have? And how did the poet behave?
Hugging: The poet's mood is undoubtedly very heavy and painful, and a "long night" shows the poet's desire to end his suffering. "Long night" obviously refers to the miserable rainy night at that time, which is a metaphor for the turmoil and hardship at that time. Starting from himself and others, and from his personal tragic experience, the poet thought of the poor people in the world, which led to his desire to sacrifice himself for the poor people in the world. The poet's cry is a demonstration of his passion for worrying about the country and the people and his broad humanitarian mind of sacrificing himself for others.
(4) this poem is narrative first, then lyrical. Which sentence expresses the poet's ideal? What is the climax of lyricism?
(Students collectively find the answers and read them aloud)
Hug: (omitted)
5] Q: Do you think the poet's ideal can be realized at that time? Then why is it so unrealistic?
Hugging: the poet's ideal could not be realized at that time. Even if he is willing to sacrifice himself.
His wish is based on his deep understanding of the people's difficult living conditions. The poet's personal humanistic concern forced him to speak for the people, which is natural and has no utilitarian color. On the one hand, the contradiction between ideal and reality highlights the cruelty of reality, on the other hand, it also highlights the poet's feelings of "helping the world" and dedicates it to the childlike innocence of the people. The greatest artistic value of this poem lies in the poet's broad mind, which embodies a high sense of social responsibility that closely connects individuals with the destiny of the country.
(5) summary.
Read the poem again according to your understanding of it.
(1) Teachers demonstrate reading (emotional chanting), while projection reading should pay attention to rhythm, stress and drawl.
② Students learn from teachers' methods, read poems freely and memorize the contents at the same time.
③ Students read aloud together.
(6) Ability expansion: If time permits, students can be arranged to read other realistic poems of Du Fu.
(7) Assign homework after class.
Homework after class not only consolidates the classroom teaching effect, but also embodies the extended learning thinking. For example, students can write poems based on unfortunate or sad experiences in their own lives. Ask students to write a short reflection on this poem with more Du Fu materials (the writing teaching content of this unit is to guide students to write reflection). Therefore, you can schedule the following jobs:
(1) Recite this poem and recite it in combination with your own understanding.
Write down your feelings about this poem with more information about Du Fu, about 200 words.
(3) Imitate the poem "The Cottage Was Blown by Autumn Wind" in connection with an unfortunate or sad encounter in life.
Six, a few notes
(1) slide content
Pronunciation and interpretation of words related to this poem;
The basic rhythm of poetry;
Relevant background information of this poem;
Blackboard writing of structure and content;
Related thinking and practice.
Appreciation of du fu's other poems.
(2) Demonstration of reading aloud: the teacher demonstrated in person.
⑶ blackboard writing design (omitted).
(4) Time allocation: one class hour.
(5) The characteristics of classroom teaching: reading with explanation, student-centered, teacher-student interaction and inquiry teaching.
Lecture note 2 of "The hut was blown by the autumn wind". First of all, talk about textbooks.
The song "Autumn Wind Breaking the Hut" is selected from the first song of Unit 6 "Five Poems" in the first volume of the eighth grade in Chinese version. In the autumn of 76 1, a strong wind swept away his thatched cottage, and his poor house leaked rain for one night, so the family had to spend a sleepless night in the rain. This situation made Du Fu deeply moved, so he wrote this immortal poem. This poem can best reflect Du Fu's broad-minded mind and gloomy poetic style of worrying about the country and the people. This lesson, five poems, all talk about seeing the scenery and expressing feelings when something happens. Mao is the first one, and it is also the one with the most intense emotional characteristics and the deepest connotation. By learning this poem, students can master the method of understanding poetry, and learning the other four poems will be much smoother. Through the language of images, vivid pictures are presented, and feelings are contained in the description. The writing method of scene blending is worth appreciating and learning.
Grade eight students have some knowledge and reading experience about the format, language sense and reading methods of ancient poetry. In teaching, we should pay attention to guiding students to learn to appreciate poetry and improve their appreciation ability and literary accomplishment.
The new curriculum standard requires: "Appreciate literary works and have your own emotional experience" and "Taste the expressive language in works." According to the characteristics of teaching materials and the learning situation, according to the three dimensions of the new curriculum standard: knowledge and ability, process and method, emotion, attitude and values, I draw up the teaching objectives as follows:
1, grasp the poetic image and artistic conception through repeated chanting.
2. Feel the rhythm and rhythm of poetry.
3. Experience the gloomy realistic style of Du Fu's poems.
According to the characteristics of the text (content and form) and students' cognitive and emotional characteristics.
Teaching emphasis: taste the language features of poetry.
Difficulties in teaching: Grasping the author's understanding of "freezing to death is enough for one person".
Second, oral teaching methods
In other words: there are regular methods in teaching, but there is no fixed method. It is important to find the right method. According to the learning situation, teaching material characteristics and teaching objectives of this course, following the principle of taking students as the main body and teachers as the leading factor, combined with multimedia-assisted teaching methods, reading guidance method, question teaching method and situational teaching method are selected. Through reading, we can feel the rhythm and rhythm of poetry, create situations, enlighten students' thinking, arouse students' understanding of the emotional connotation contained in poetry, and cultivate students' ability.
Third, theoretical study.
On the basis of formulating teaching methods, the cognitive characteristics and the imbalance of knowledge and ability level of eighth grade students are considered. According to different teaching requirements, I flexibly use methods such as reading taste, discussing and exploring, sketching in circles and moving activities. In the problem situation created by teachers, students can get personalized reading experience in independent, cooperative and exploratory activities. Through the combination of reading and understanding, students' ability to analyze details, taste language and images can be improved.
Fourth, talk about the teaching process.
This lesson is divided into one lesson.
(1) Preparation before class:
The new curriculum standard requires expanding the field and space of Chinese learning. Before class, let students collect Du Fu's life information through the Internet, library and other channels, make knowledge cards or slides, and prepare to communicate with classmates in class.
(II) Teaching Process The main teaching links of this class are: situation introduction-reading comprehension-activity transfer-summary-homework design-blackboard design, etc.
1, import:
Courseware plays "Song of the Cottage Blown by Autumn Wind", and the flash net text is read aloud. In music and pictures, guide students into the author's helpless life and appreciate thousands of emotions, thus leading to topics.
This link is to create an atmosphere and stimulate students' interest in learning this lesson.
Requirements of the new curriculum standard: read ancient poems, and consciously improve your appreciation ability and aesthetic taste through accumulation, perception and application. Chinese teaching is an equal dialogue between teachers and students and texts. Teachers create reading situations to inspire and induce students' understanding.
2. Reading comprehension: Through three levels of reading, namely "perceptual reading-compulsory reading-appreciative reading", in the bilateral activities between teachers and students, we can break through the difficulties by drawing circles and discussing.
(1) Inquiry reading-students can read freely: 1 Find out the difficult words in the text and correct and interpret them jointly by teachers and students. Teachers should demonstrate reading and guide sentence reading, rhythm, stress and intonation. Teachers should remind students of the rhythm of poetry.
This link is mainly to let students perceive the content of the text as a whole, master the reading skills of poetry and the characteristics of poetry language, and cultivate students' ability to read poetry.
(2) Reading the text as required: Teachers create problem situations to allow students to read purposefully. Under what circumstances was this poem 1 written by a poet? On the poet's creative style. How many pictures does this poem describe? What did the author express? The information students find through group cooperation and the poet's experience can easily lead to the conclusion of realistic style. A literary criticism method to train students to know people and discuss the world without "against their will". In the second question, students can generally summarize three pictures by drawing a circle sketch and grouping homework. Guide students to be clear about their feelings of worrying about the country and the people. This link is aimed at the ability to analyze details and read emotions.
(3) Appreciation reading:
A. appreciate a series of vivid verbs. This problem can generally be solved through discussion among students.
B, grasp the author's understanding of "I freeze to death alone is enough". Students may only understand from the meaning of the text, and teachers should guide students to imagine and understand in many ways.
C. Read aloud to experience the beauty of language. The last section, how to read feelings and meanings? This problem is more difficult, and teachers and students can discuss it together: impossible. Reread Ten Million, the Great Shelter; "Andrew, when" should be read both sadly and hopefully; "Whoo-hoo" should be read helplessly; "Death is enough" should be read firmly and loudly. Ask the students to read, comment, read again, and finally read together.
This link aims to break through the key points, let students integrate into the text, understand the methods of appreciating poetry, and improve the ability of poetry identification.
3. Activity Transfer-"Script Adaptation" Meeting
This is the last part of the lecture. Play the flash animation again, let the students show their magical powers and adapt the text into a script.
Teacher Pan Xinhe said that the concept of Chinese teaching development based on "expression (speaking and writing)" will become the * * * knowledge of China language circle in the 2 1 century. This design can arouse students' enthusiasm, grasp emotions from poetry to writing, and train students' expressive ability and innovative ability to build an open and energetic classroom.
4. Summary
In this paper, reading drives appreciation, reading repeatedly, and understanding the author's feelings. Taste the language and appreciate the artistic conception of poetry. It fully embodies the spirit of the new curriculum standard with teachers as the leading factor and students as the main body.
Fifth, assign homework (according to the imbalance between Chinese teaching philosophy and students' level, we can expand and extend the knowledge in the classroom)
1, read carefully.
2, combined with the understanding of the author, make a handwritten newspaper to commemorate him.
The hut was blown by the autumn wind, lecture 3, teaching material analysis:
This poem was written in 76 1 year. Two years ago (759), Du Fu's family, suffering from the war, wandered to Sichuan. With the help of relatives and friends, they finally built a thatched cottage in the western suburbs of Chengdu, temporarily ending their wandering life. Unfortunately, in the autumn of 76 1 year, a strong wind swept away the thatch, and his family had to spend a sleepless night in the rain. This situation made Du Fu deeply moved, so he wrote this immortal poem. This poem can best reflect Du Fu's broad-minded mind and gloomy poetic style of worrying about the country and the people. At the same time, it is also the one with the most intense emotional characteristics and the deepest connotation in the five poetry classes, so learning this poem well plays a decisive role in the study of the other four poems. If you learn this poem well, you will know more about the famous poems in ancient China, and you will be influenced and enlightened by beauty.
Second, the teaching objectives:
The new curriculum standard clearly advocates that Chinese teaching in middle schools should focus on improving students' Chinese ability and humanistic quality, cultivating students' interest in learning Chinese, developing students' thinking and innovative spirit, and forming good Chinese learning habits. These ideas of the new curriculum standard should run through every Chinese class. According to the characteristics of this poem, I have designed the following learning objectives:
1. Knowledge goal: Understand the content of poetry and master the rhythm of reading aloud.
2. Ability goal: to cultivate students' reading ability and preliminary appreciation ability of ancient poems, and to experience the depressed and frustrated style of Du Fu's poems.
3. Emotional goal: Learn from Du Fu's thoughts of worrying about the country and the people, and his lofty feelings of "freezing one person to death is enough".
Third, teaching methods:
1. Reading aloud: As the saying goes, after reading a book a hundred times, you will understand its meaning, especially ancient poems. The rhythm, rhythm and emotional connotation of poetry should be felt through reading, so reading aloud should run through the whole teaching process.
2. Independent cooperation, discussion and inquiry: According to the new curriculum standard, the main goal of reading teaching is to cultivate students' innovative consciousness and ability, and to improve students' quality to the maximum extent. Therefore, in reading teaching, teachers must not replace everything, but let students participate in the whole process of teaching activities independently and cooperatively as the main body of reading, and let students discuss with each other, ask questions actively and take learning as teaching.
Fourth, teaching methods:
Student-centered, teacher-led, assisted by multimedia courseware.
Verb (abbreviation of verb) teaching process;
Introduce new courses:
There is a singing method in ancient poetry, which is characterized by not paying attention to meter, allowing poets to express their feelings. It can be said that it is a "free style" poem with neat sentence patterns. Today, we are going to learn an ancient poem written by Du Fu, Autumn Wind Breaking the Cottage. (Title and author of blackboard writing)
(2) learning focus:
Let students * * * identify with each other and embody "learning as teaching".
Teacher's Tip: According to your previous experience in learning poetry, what do you think should be emphasized in learning poetry? On this basis, it can be summarized as two points. (make a picture)