First, give full play to the main role and guide students to actively participate in interactive communication.
To give full play to students' main role, we must first guide students to actively participate in the whole teaching process. At the beginning of the reading appreciation class of "Spring Day", it explained the travel place with "winning the day to find the fragrance of Surabaya", and led the students to travel through time and space, return to the spring day of the Southern Song Dynasty, and come to Surabaya with Zhu to enjoy flowers and grass, which made them relaxed and happy, and wandered around the Surabaya River. Tell the second sentence, "There will be endless scenery for a while", and let the children close their eyes and imagine: in the Surabaya River Basin in spring, the vegetation is lush, the weeping willows are like smoke, and the river is sparkling in the sun; The wild flowers on the banks of the river and in the mountains are in full bloom, fragrant and elegant, singing and dancing, and people are everywhere ... All the living and inanimate scenes are full of infinite vitality and brilliance after the east wind warms them, and only the endless scenery temporarily takes on a new look. The picturesque and elegant picture of spring evokes children's infinite imagination and association. Soon, students' thinking will be guided into the context of poetry and placed in the context of texts and related materials, thus naturally entering the state of active participation.
To really play the main role, it is necessary to guide and encourage teachers, students and students to actively seek knowledge and explore. For example, when I learned that "I know the east wind when I am idle" and talked about my grandmother's words all my life, the joy and excitement of the unearthed seedlings in the spring breeze infected the house, and everyone was excited and eager to try, expressing their desire to put it into practice, participate in innovation, participate in exploration, beautify and depict spring. Some students even shouted: I want to "plant spring". The seeds of innovation-precious flashes-appear in children's minds. Seize this precious "flash" to give encouragement, appreciation and good expectations, so that they can go further and better. Let them know that they are not only the subject of learning, but also the master of the future, and also the subject and master of life and technology.
When students take the initiative to participate and appear in the teaching process as the main body of learning, their learning enthusiasm is constantly improved, and teachers and students are encouraged by the tapping of potential, the emergence of innovative consciousness and the benign interaction effect between them.
Second, display individuality in interactive communication and cultivate students' innovative consciousness.
People's learning should be creative in nature, and simple and old-fashioned receptive learning is misleading to people's learning nature. Children are endowed with creative potential and impulse. Creation and innovation are an important way of life for children (which can be observed in children's spontaneous games) and also a proof of children's vitality. Therefore, we should be good at discovering children's creative buds-beautiful flashes-precious bright spots, fully care for them, pay attention to them intentionally, and cultivate them in new ways, and never stifle, be indifferent or destroy them.
Therefore, in the teaching of ancient poetry reading, children should be given more time to think and play; Efforts should be made to give children with different personalities full opportunities to express themselves, so that they can learn to express themselves and are willing to express themselves; We should encourage and guide children to seize the flash of thought, pursue, explore and discover. ...
For example, in the reading teaching of Spring Day, students' learning is not limited to reading the text, solving sentences, memorizing words and practicing words, but guiding them into the realm of poetic imagination and association after passing the semantic barrier. With the help of the materials they have mastered (texts, extracurricular), through visual thinking and divergent thinking, they are guided to boldly use different language expressions (spoken and written) in interactive communication, and draw a fresh, vivid, colorful, audio and affectionate picture of spring. Let the imagination run wild and unrestrained, and let what you see and hear be expressed incisively and vividly. Let the children who want to "plant spring" be affirmed and encouraged; Let this helmsman who loves life, is willing to create and is brave in innovation set sail from here at this moment!
Third, enhance students' feelings and experiences in interactive communication and improve their comprehensive ability.
Humanistic learning theory holds that learning is by no means a simple behavior or cognition, but also involves emotion. Emotional experience plays a particularly important role in stimulating people's potential. Then, for the teaching of reading and appreciating ancient poems in literary works, we can't ignore the "noumenon" position of emotion and its multiple functions (namely, driving, stimulating, radiating, adjusting, processing and "awareness"). ), instead of simply emphasizing knowledge, analysis, understanding and logic, ignoring and killing children's exuberant emotional vitality.
In the teaching of ancient poetry reading, we will guide students to learn with emotion when facing different poetry styles, such as scenery writing, lyric or narrative, and introduce their own ideas into the artistic conception of poetry and related life situations and pictures in time, so that they can experience, feel, feel and influence concretely. Let them sharpen their minds in practice and experience again and again, and improve their comprehensive quality and corresponding ability.
For example, in the process of reading teaching in spring, we should grasp the core words such as "boundless", "new", "carefree", "east wind" and "colorful", so that students can spread their wings of imagination and association on the basis of mastering the knowledge of texts, extracurricular materials and so on, enter the situation, and wander in the picture of spring, so that children can be active, independent and colorful. Let students inspire and give each other in interactive communication, feel and experience in freedom, and realize that "the mind is born in the environment, the environment is man-made, and the environment is integrated into one." This kind of understanding and feeling, sentiment and experience can be described as "no taste, no body", which is natural. This is also an exploration of the teaching quality of ancient poetry. It is in this interactive communication that children's comprehensive ability has been improved.
Fourthly, in the interactive communication, learning and practice are synchronized.
In the teaching of ancient poetry reading, from the preparation stage of teaching to the end of teaching, we strive to let students participate in the whole process of practice, which not only expands their extracurricular reading scope, but also cultivates children's habit and ability to observe life and nature. At the same time, while collecting and sorting out extracurricular reading and observation materials, it also deepened the understanding, sentiment and sentiment of the text step by step; It provides opportunities for children to read widely, get close to nature, learn to learn in practice, sharpen their will and improve their overall quality.
For example, in the teaching of "Spring Day", through reading appreciation, summary promotion and practical application, we can enrich our experience and show our personality in repeated interactive communication, which not only improves students' observation ability, ancient poetry reading ability and language expression ability, but also enables students to master and apply knowledge, and at the same time cultivates and improves their reading and writing abilities. This point is expected to be reflected and verified in the process of exercise teaching, setting questions, highlighting questions, commenting and screening questions, and after-school exercises.