Teaching objectives:
1. Read freely, and design the reading scheme of Ode to the Yellow River by making annotations.
2. In the process of exchanging recitation plans, understand the ideological content and lyrical way of this poem.
First, import.
Second, make comments-design a review plan.
1, read freely, design the reading contest scheme in groups, and make comments in the blank to indicate the design intention.
2. Students show their group's plan and explain the reasons. Teachers and students have the same evaluation.
Design intention: The process of designing a recitation plan is to let students walk into the text, further understand the ideological content of the poem, further understand the patriotic passion of the author, and further sort out the lyric context of the poem. Behind every scheme design is the students' unique understanding of the text. Through the communication between teachers and students, we can further understand the main contents, thoughts and feelings of poetry.
Tips and default values:
(1) Recitation mode: lead singer recitation, male voice, female voice and chorus recitation.
(2) The angle on which the design scheme may be based:
1, lyrical way.
2. Main contents.
3. thoughts and feelings.
Example:
Ode to the Yellow River
Ah, friend!
With his heroism,
Vilen in Asia;
It shows the spirit of our nation:
Great and powerful!
Here, we are heading for the Yellow River.
Sing our hymn.
(A boy recites by himself) I am standing at the top of the mountain.
Looking at the rolling Yellow River,
Run southeast.
The surging waves set off a huge wave;
(A girl recites by herself) Turbulence turns to form a nine-song chain;
From the foot of Kunlun Mountain to the edge of the Yellow Sea,
Split the Central Plains in two.
(Female voice chanting) Ah! Yellow River!
You are the cradle of the Chinese nation!
Five thousand years of ancient culture,
Originated from you;
How many heroic stories,
Play by your side!
(Male voice chanting) Ah! Yellow River!
You are great and strong,
Like giants on the plains of Asia,
With your heroic physique,
Build a barrier for our country.
(chanting) ah! Yellow River!
You're pouring down, you're strong,
Extend thousands of iron arms to the north and south banks.
The great spirit of our nation,
Will grow under your cultivation!
Heroes and sons and daughters of our motherland,
Will learn from you,
As great and strong as you!
As great and strong as you!
Third, try to read aloud.
Reflection after teaching
I tried this teaching design in two classes today, and the effect is good. Students are very interested in this form. Most students can design their own reading plans, and several students' designs are exactly the same as mine!
Several students designed according to the key words of the text, which were creative, thoughtful and simple to operate. According to the pronouns "we" and "I", they are divided into joint chanting and individual chanting; According to the meaning of nouns, male and female voices are distinguished: poems that express femininity, such as hymn, cradle and Nine Songs Series, are read by girls, while poems that express masculinity, such as Peak, Canglang and Giant, are read by boys; According to the recurring "ah! Yellow River! " Sigh (direct lyric) Divide the lyrics into four small paragraphs.
Annotation and reading are two teaching focuses of this course, and many teachers complete these two teaching focuses step by step. The biggest feature of this design is the ingenious combination of these two teaching points, which can be described as "killing two birds with one stone". In the process of designing a reading plan, students need annotations, in other words, they learn to read through annotations, rather than separating annotations from reading and learning. More importantly, this learning process can make students understand that making annotations is a practical reading method, not a simple learning task; Annotation is a method, not an end, not an annotation for annotation's sake.
This teaching design is also another achievement that I draw lessons from Yu Yingchao's "main problem" teaching design concept, and combine two or more teaching objectives to design a main problem, so that the classroom becomes a whole instead of several fragments. Taking themes as clues, activities as scaffolding and task-driven learning, students unconsciously learn the methods of making annotations and use them to make annotations. At the same time, they further explored reading skills and had a deeper understanding of the thoughts and feelings expressed in poetry.