Reflections on the Teaching of Difficult Shu Dao 1 Difficult Shu Dao, I think the focus of this text is reciting, so how to guide students to recite this text more easily is the main task I have to solve in class.
To recite, of course, you must understand first. There is little content in the first layer of the text. According to the level, students are always required to recite the height, history, traffic and origin of Shu Road, and then emphasize the writing of the words "Fu", "Emei Temple" and "Hook". The effect is very good, and students can basically get full marks in dictation.
The relationship between the second floor and the third floor is not very organized. The second floor is fine. The students are sketching and going to Shu Road alone. Students on the second floor can basically answer, and the content on the third floor is a bit vague, so students can't understand it well.
Whether you can draw some simple cartoons to make students understand the full text more intuitively is worth a try.
Reflections on the Teaching of Difficult Road to Shu 2; Difficult Road to Shu is the first poem in Unit 2 of Compulsory 3 in the experimental textbook of senior high school curriculum standard. In chronological order, the textbook introduces ancient poetry from compulsory 2. Therefore, this class will be appreciated on the basis of last semester, so as to further improve the ability of poetry appreciation, thus helping to learn other poems in this unit and laying a good foundation for compulsory 4 to learn Song Ci.
The requirements of the new curriculum standard of Chinese in senior high school for poetry reading are: strengthening reading comprehension, feeling its ideological and artistic charm in reading comprehension, and gaining emotional experience, spiritual singing and spiritual cultivation. On the basis of overall perception, learn to appreciate the works from the aspects of content, performance skills and so on, experience the artistic charm of the works, and gain rich aesthetic feelings.
The difficulty of Shu Dao is an old title in Yuefu's Xiang He Ge Ci Tone Qu, which mainly talks about the difficulty of Shu Dao through the danger of mountains and rivers. With rich imagination, bold language and vigorous style, the poet vividly described the breathtaking scenery of mountains and rivers on the Shu Road of Qin people. The whole poem begins with a strong sigh out of thin air, followed by vast ancient legends and high-risk and steep landscapes. The ups and downs of the emotional structure of poetry jumping give people a sense of movement; The majestic spirit of swallowing mountains and rivers flows in it, giving people a strong shock and purifying the soul. The whole poem is magnificent, bold and unpredictable, and unpredictable in Wang Yang, which shows the poet's outstanding artistic talent and rich imagination.
Senior one students don't read many ancient poems, and the poems themselves are abstract and difficult to understand. Students may be afraid of difficulties, not interested in the text, unable to continue reading, or although they can continue reading, they just skim through it, making it difficult to grasp the key points and deeply understand the emotions of poetry.
Based on the difficulty for students to read and understand poetry, I set this class as a reading teaching class. It is decided to teach from two aspects: on the one hand, it is to guide students how to read and feel a poem from the perspectives of grasping emotion, grasping pause and understanding connotation. On the other hand, it is to sort out the characteristics of the writing structure and expression of Shu Dao Nan. And the intersection of these two lines is the poet "Li Bai". The first line belongs to the "table" and the second line belongs to the "inside", which is exactly the case, so that students can understand and feel the "greatness" of the great poet Li Bai. In the teaching process, we should adopt a variety of reading methods to grasp poetry, so that students can accept the artistic expression of reading in many ways, and then read actively. This not only guides students to dare to read aloud, but also enables them to have a profound understanding of poetry.
I think the design of teaching process and teaching objectives is more reasonable. Judging from the classroom atmosphere and students' feedback, it can also reflect the requirements of the new curriculum. After the classroom teaching, I designed a student questionnaire to investigate the teaching effect of this course. In the questionnaire, I designed the following questions: 1. Can you understand the teacher's teaching points in class? 2. Can we grasp the emotion of poetry through the teacher's classroom analysis and reading guidance? 3. Is it helpful to learn the text by using multimedia (audio playback) reading teaching? 4. For example, guide students to perceive whether it is beneficial to the study of ancient poetry recitation. 5. Have you formed a systematic understanding of Li Bai through the study and homework of Shu Dao Nan? 6. What is your overall evaluation of this course?
Of the 48 questionnaires returned. Question 1: 64.58% fully understood, 35.4 1% basically understood; Question 2: 68.75% fully understand, 29. 16% basically understand and 2.08% don't understand. Question 3: 52.08% is very helpful, 465,438+0.66% is more helpful, 4.65,438+06% is not very helpful, and 2.08% does not matter. Question 4: 58.33% is very helpful, 39.58% is more helpful and 2.08% is not very helpful; Question 5: The answer of 77.08% is that 22.9 1% think their knowledge has increased. Question 6: 75% satisfied, 22.95438+0% satisfied, 2.08% average.
Through the above questionnaire and other teachers' criticism in class evaluation, I think there are still the following problems in this class: First, the main line of the class is not clear enough. Because of the design of two main lines, the class time is tight, and some contents are not thoroughly and comprehensively taught. Second, there are many methods of reading teaching, but students' reading interest and reading ability have not been fully mobilized, so students should be given more time to read. Thirdly, although the poet Li Bai participated in the classroom teaching, it did not achieve the expected effect well. The students were not deeply impressed by him as a whole, but only as clues and materials.
Reflection on the Difficult Teaching of Shu Dao 3. The difficulty of Shu Dao is an old topic in Yuefu's "Harmony Songs and Tones", and it is often discussed with the danger of mountains and rivers. With rich imagination, bold language and vigorous style, the poet vividly described the scenery of mountains and rivers on the Shu Road of Qin people. Not only wrote about the hardships of Shu Dao, but also wrote about the hardships of life journey, and pinned his worries and worries about national affairs. The whole poem begins with a strong sigh out of thin air, followed by vast ancient legends and high-risk and steep landscapes. The ups and downs of the emotional structure of poetry jumping give people a sense of movement; The majestic spirit of swallowing mountains and rivers flows in it, giving people a strong shock and purifying the soul. The whole poem is magnificent, bold and unpredictable, and unpredictable in Wang Yang, which shows the poet's outstanding artistic talent and rich imagination.
The first four sentences of this poem are the general outline of the whole article. Later, according to the origin and history of Shu Dao, the high, gloomy, sinister and unstable social situation along Shu Dao. The lens is more thrilling than a group. "It's hard to get through the Shu Road, and it's hard to get to the sky" is repeatedly sung in the poem. The author creates a magical, thrilling, profound and open lofty realm with hearty pen and ink, which makes the whole poem's emotions always surging, swaying and lingering.
However, the advantages of the poem "Difficult Shu Dao" have become the difficulties for students to learn this poem. This is the contradiction between limited class hours and too rich learning content. It seems impossible to tell this poem thoroughly, so it is necessary to have intensive reading classes selectively in class, and it is best for students to experience it themselves. So in class, I simplified the complexity. My design concept is:
1, the guidance of research methods and the cultivation of research spirit are the basic starting points of this design.
2. The ultimate goal of poetry teaching is to integrate the poems we have learned into our cultural blood, "to make them speak out of my mouth and express my heart".
3. The teaching structure is plate, "writing, distinguishing, deleting, correcting, reading and reciting", and the teaching objectives are implemented one by one.
Judging from the courses in class, students participate more; Especially by modifying the original poem and comparing it with the original poem, students can better understand the skills used by the poet in this poem from the answers in class, and they can also understand that the use of these skills adds charm to the poem, thus understanding the poem and the romantic passion of the poet. In order to further understand this poem, I asked the students to design a recitation and explain the reasons for this design, and then read the poem according to their own design. This link has also played a certain role, and the enthusiasm of students has been mobilized. Although their reading is not mature enough, from the design point of view, students can still understand this poem.
Poetry teaching should avoid covering everything. Sometimes teachers don't talk, but the more they talk, the more vague they become. So we must avoid this misunderstanding in class. The ultimate goal of learning poetry is to integrate poetry into one's own cultural blood. To achieve this goal, the premise is to recite poems, keep reviewing and chewing until "everything comes from the mouth and everything comes from the heart". It is good that this poem can be memorized, but in terms of checking and reciting, arts students do better, while quite a few science students can't memorize it on the spot.
Reflections on the Difficult Teaching of Shu Dao 4 Shu Dao is an old topic in Yuefu, and its content is mostly about the difficulty of Shu Dao with the danger of mountains and rivers. With rich imagination, bold language and vigorous style, the poet vividly described the breathtaking scenery of mountains and rivers on the Shu Road of Qin people. Not only wrote about the hardships of Shu Dao, but also wrote about the hardships of life journey, and pinned his worries and worries about national affairs. The whole poem begins with a strong sigh out of thin air, followed by vast ancient legends and high-risk and steep landscapes. The ups and downs of the emotional structure of poetry jumping give people a sense of movement; The majestic spirit of swallowing mountains and rivers flows in it, giving people a strong shock and purifying the soul. The whole poem is magnificent, bold and unpredictable, and unpredictable in Wang Yang, which shows the poet's outstanding artistic talent and rich imagination.
One of the highlights of this course is to let students explore "what do you admire most in terms of expression?" Why? "The design of this link is to let students discover beauty on the basis of understanding the text. Teachers should never exceed their authority, because the improvement of appreciation ability is imperceptibly obtained by students in practice. Therefore, teachers should let students speak freely, and at the same time affirm students more, let them taste the sweetness of appreciation and go on firmly. Of course, when students don't know where to start, teachers can throw a brick to attract jade. This requires teachers' own literary literacy. A good teacher should dare to show himself in front of students, so that students can make more discoveries under the teacher's demonstration.
First, give up bravely to get more.
Judging from the interpretation of high school textbooks, Li Bai's works are undoubtedly exemplary both ideologically and artistically. Before speaking this lesson, I had imagined combining the artistic style of the works with Li Bai's life experience, and then interpreting this poem from the emotional level. However, after reading all kinds of materials and having a deeper and more thorough understanding of the text, I decided to give up more emotional analysis and focus on the word "difficult" to appreciate the artistic characteristics of poetry and conduct appreciation training, thus making the goal more focused. In order to pave the way, I put the textbook "Entering the Wine" before "Difficulties in Shudao", so that the discussion and thinking of students in the fourth part of "expansion and extension" come naturally and smoothly.
Second, devote yourself to driving the whole classroom
The study tips of this unit repeatedly emphasize that poetry teaching should be read repeatedly. As far as this poem is concerned, it is abstract and difficult to understand, so I will use a period of early reading time for students to preview. Through communication and investigation, I found that this kind of full preview is necessary. In the formal class, I pay more attention to the teacher's own recitation demonstration role. In the melancholy and high-spirited melody of The Tragic Cello, I devoted myself to the extraordinary danger and beauty of Sichuan. After reading this poem, students' eyes are almost wet, forgetting that this is an open class attended by many teachers. This kind of investment also infected the students, who gave me the warmest applause and continued this atmosphere until the bell rang.
Third, exchanges and discussions are full of vitality.
I read a lot of materials before the lecture, for fear that students would not understand them, so I wrote too many lesson plans for the first time and generated too little. However, the enthusiasm of students in early reading gave me the courage and confidence to try, so I decided to break down the whole idea into scattered parts and let the students combine themselves. I am amazed at the creativity and potential of students in formal classes. They not only realized the skills of reading aloud, but also thought of Li Bai's "I heard that Wang Changling moved to Longbiao Kiln". Li Bai's experience and ideal pursuit greatly enriched the classroom composition and made the preset classroom glow with unexpected infinite vitality. This is my unexpected harvest and the direction of my future efforts.