1. Low concept and insufficient ability.
I have only been in this class for more than 30 minutes, and I have been writing for a long time. I feel that there is nothing to give to the students.
Intention problem. Teacher Wang mentioned this in the class evaluation: The Book of Songs? Abstract The EU is the original work of China culture, which is based on? Willo yiyi? Since the Book of Songs, it has become the most classic image in China culture and has been sung by poets from generation to generation. Picking EU is not only an original classic, but also the origin of emotion. ? I know a little about this, but it is not so profound, so it is not reflected in the interpretation and design, and I deeply feel that the cultural heritage is not enough. I even tried to make students understand with an extended farewell poem "Twenty-one Xi's for Yuan"? Willow? Students are confused about the cultural implication, and no students can answer it.
Teacher Wang's words finally made me understand what the problem was. Students, by the way, I'm leaving, Willo Yiyi? Before I realized my poem, its artistic conception and feeling, I began to unfold it. The first time "Village Residence" was not enough, and I gave it to "Send Yuan Er" once. ? Original? The implementation is very inadequate. ? I'm leaving? Are you online? Going? I just understand it as? Going? The meaning of. What is this? In fact, the past is the need of war, and it is to bid farewell to villagers and their families. Going is farewell, not parting. Only with such understanding and experience can children appreciate the interest and affection behind the image.
Thinking problems. Since the Book of Songs, there have been many poems about willows. So, I use another poem to illustrate it? Willow? The meaning of telling students is far-fetched Liu? Is it? Stay? The meaning of. This idea is obviously wrong. It should be spread out after reading the classic images and spread out in the direction of farewell poems. For example, the teachers mentioned:? Outside the pavilion, beside the ancient road, the grass is blue? ; ? Yang Liuan, the night breeze and the waning moon? Wait a minute.
2. Insufficient situation creation.
Feeling? Today I think, is it raining? At this time, I designed such a question: in the face of flying snow, in front of everything, I? What are you thinking about? I hope students can understand in their own emotional accumulation and imagination? Me? Experienced the pain of missing, the pain of fighting, so you understand? Me? Although I came back, I was covered with scars. But the students only mentioned missing their loved ones, but they didn't really understand the sadness in the poet's heart. I should have created a situation for them before this.
3. The contrast of this writing feature will not be discussed in depth.
? Willo yiyi? With what? Rain and snow? These two scenes not only depict the contrast between the two scenes, but also hint at the mood of the characters.
This state of mind is both sad when you leave and sad when you come back. More importantly, Yang Liuyi's spring scenery symbolizes that although the poet left, he was full of youth, but after experiencing the pain of war, his mental state was a bleak scene in winter.
4. Interlanguage is inappropriate.
? Who will Liu Xia poets bid farewell to? Can you imagine the scene of parting at that time? In this session, students talk about different scenes of their parents, wives, children and friends. Most students talk about the movements of the characters. For example, a student said: the poet is riding a horse, but still? Step by step, turn around? ; My friend shook hands with me to say goodbye and so on. Sometimes I don't know how to evaluate. It seems a little messy. Afterwards, I can ask: What are they saying? This whole scene can be imagined more richly. Another thing I have to mention is that a boy stood up and said, I seem to see willows swaying in the wind next to me, and I seem reluctant to leave. I use this sentence, the willow seems to be telling something. ? I brought it. Teacher Wang said:? Poetry should be interpreted poetically. Not only friends and family, but also willow trees were sent away. This is the melting of the material state. Willow trees swaying in the spring breeze hold his hand, hoping he won't leave. ?
The second reflection on the teaching of picking Wei: There are two points worth summarizing in this class, one is the interpretation and accumulation of ancient poetry words, and the other is the problem of presupposition and generation.
Let's start with the first question. Almost all Chinese teachers have to face a problem when teaching ancient poetry, that is, students feel difficult to understand ancient poetry, and the words of ancient poetry are difficult to understand. How to solve this problem? I'm still at a loss. In class, I give students enough time to ask questions about words and expressions they don't understand. The students asked many questions, such as? Forget it? How to explain this sentence? Although there are notes in the book, students don't understand the explanation alone. Kay? For what? Kneeling? ,? Home? For what? Sitting? , how to explain together? Rest? . Like what? With hunger? what's up Load? I don't know what this means. In fact, I mentioned this word when I was talking about self-protection. Talking and laughing? This shows that students' review and necessary knowledge arrangement after class are not in place. Like what? What flowers are in full bloom? what's up v？ I don't know what this means, but it's in the back. What kind of car is it? what's up Is it? There is an explanation that these two sentences are similar in structure. According to the corresponding laws of ancient Chinese, V? With what? Is it? The meaning is the same, which means that the student doesn't know the basic reading method of ancient Chinese. Like what? Rong drove the car? what's up Both? Don't know how to understand. In fact, I have already learned it in "The Battle of Candles Defeating the Qin Division". Is the east closed? When I got here, the students didn't know they had moved away. So I thought of what Teacher Han Jun mentioned? Give three examples and draw inferences? Is it true that students can only learn Chinese? For three? Talent? Reverse one? Really? How long will it take? But to solve this problem, I have no other way but to do more exercises.
The second question. There are many articles about presupposition and generation, so I won't say much. Just tell me how I handled this course. Instructional design is designed for teachers to ask questions, but it changes in the classroom. After asking questions about words and expressions, students feel active in thinking and ask questions about the content of poems. The students asked two questions, both of which were very representative. One is why? Cai Wei? For the topic (because the emotion of poetry is mainly homesickness), one is why the first three chapters are written differently from the beginning of the last three chapters (for example, "Sword Armor" is written circularly from beginning to end). I think these two questions raised by students are exactly what I designed. The students discussed these two issues and noticed the changes of words in poetry. Some students analyzed it? Work? Soft? Gangs? Contact homesickness. Of course, some students are biased. What do you think? Wei? This is a special dish in my hometown, so I chose Wei to eat it to express my homesickness. Obviously the students didn't notice? Wei? It's a wild vegetable, but it's not bad to notice homesickness. I would like to add that many titles in The Book of Songs begin with titles, such as Jia Jian, storytelling, cutting Tan, Guan Ju and so on, and so does this poem. As for why the back is not a circular structure, I let the students analyze what is written at the back first. Everyone knows that it describes the war scene. I asked the students to imagine this scene. At this time, it is already a battlefield, and both sides are ready to go. Only when the general gives the order, they will charge and kill the enemy. What if a soldier suddenly bends down and sings while walking? Pick the EU, pick the EU and say "go home"? Is it possible? Cai Wei did it during the war. Can I help you? Students understand that the change of scene changes the narrative of poetry, and also understand that the poems in The Book of Songs are not circular in structure from beginning to end, but they can be changed.
Reflection on the teaching of picking the roses: this course has incorporated rich humanistic goals such as emotion and value in the process of interpreting the text. Through repeated reciting, tasting and understanding, rich association and exploration, on the basis of accurate interpretation of the text, we deeply analyze the humanistic core of poetry and deeply understand the social life reflected by poetry and the artistic characteristics expressed by works, so as to improve students' aesthetic ability, enhance the realm of life and truly realize the educational and teaching value of the text.
Guide students to learn the text, cultivate students' ability to read and think independently, express their experiences and feelings appropriately, and cultivate students' ability to grasp the essence and explore deeply from the outside.
Disadvantages:
The Book of Songs involves a lot of literary knowledge, and because of its long history (nearly three thousand years ago), the understanding of some words has always been different. Today, it is difficult to understand language reading. I ask students to preview before class and collect literary knowledge, artistic features and difficult words related to The Book of Songs, which is very good for cultivating students' ability of independent exploration. However, due to time constraints, some of the contents are too brief.
Picking Wei has always been amazing for its rich and colorful humanistic connotation, indescribable poetry and implicit artistic style, especially for its true and complex contradictory feelings, resentment against powerful enemies and yearning for relatives in hometown, heroic struggle to defend the country, sadness in bright and beautiful music scenes and joy in gloomy and sad scenes, which gives people endless imagination and aftertaste, and has eternal charm. I try my best to guide students to appreciate its richness in class.