First of all, use a variety of teaching methods to find poetry in the re-creation of the situation.
In the implementation of this teaching design, I reproduce the situation of ancient poetry through multimedia, arouse students' interest in ancient poetry, intuitively perceive the beauty of the situation described in ancient poetry, and stimulate students' emotions. Beautiful moonlight attracts students' attention, stimulates their love for the moon, and makes them feel the situational beauty of ancient poetry. "() () Moon image." Training students' language expression ability also leads to what the moon looks like in Li Bai's eyes, so that students can sing with ancient poems.
Second, through repeated reading, let students have an interest in reading.
The teaching of ancient poetry should optimize and standardize language practice with beautiful rhythm, experience rich emotional experience and truly feel the happiness of reading. In dealing with reading and feeling, from easy to difficult: first read the correct pronunciation, read ancient poems, then read the rhythm and rhythmic beauty of ancient poems, and finally imagine reading with pictures and texts. Let students participate in reading, read independently, and understand ancient poems from reading. In the process of imaginary reading, Mr. Luo pays attention to the creation of situations and turns students into Xiao Li Bai. The question "Xiao Li Bai, why do you like watching the moon?" "What do you call that bright thing in the garden?" This setting helps students understand the meaning of poetry and creates the situation of ancient poetry again. The students realized the innocence and loveliness of Li Bai's childhood. When reading, interest comes out. The teacher put on the headdress of the moon and performed the moon. "I am the moon, here I am. How do you praise me? " Students have experienced emotional edification and language training. The moon is beautiful. I want to read it beautifully. Question: "I brought many secrets on the moon. Whoever wants to know them should seize the opportunity. " Inspired the children's curiosity, one by one full of childish questions: "What does Chang 'e look like?" "Is there really a osmanthus tree on the moon? Will it really keep cutting? "That's from the child, so I thought: Isn't the child also Xiao Li Bai? Let them take this curiosity, this childishness, and their naive imagination. They will understand when they grow up and will not disturb their innocence. In this case, let them read ancient poems. This course also has a lot to improve:
First, when dealing with students' reading aloud, I pay attention to the creation of situations.
Pay attention to guiding students to learn ancient poetry in situations. But how can we understand students' personalities? How do students express their feelings about ancient poetry through sounds and expressions? I lack technical guidance in this field. It is suggested that Mr. Luo let students gradually establish a concept of why I study like this in future teaching. In this way, students' reading can truly reflect their personality.
Second, classes can be simpler and more compact.
As an open class, it is limited by time. How to make a class more substantial and interesting needs to be carefully weighed. The teaching link of this class was not completed as scheduled, which is more important, the introduction of the class or the later expansion. I think so. The class can be simpler. "What about the moon you usually see?" Two links can be omitted. Supplement and expand the children's songs, ancient poems and riddles about the moon collected by students. Such a class should be more substantial. The story of "The Legend of Yaotai Mirror" is certainly more touching, but as long as it can cover up the mystery of "Yaotai Mirror", don't spend too much time. In addition, we should grasp the wonderful points in the students' answers and pay attention to making wonderful flashes in the guidance, which Mr. Luo still lacks.