Hello! Today, I said that the content of the class is "Two Ancient Poems", the sixth lesson of the fourth volume of Chinese and ideological and moral textbooks for primary schools in five-year compulsory education.
I. teaching material analysis
The lesson "Two Ancient Poems" sorted out two ancient poems written by Xiao Chun and Cao Cao. Compared with the two, grass is slightly more difficult than Xiao Chun. In actual teaching, most teachers teach "Xiao Chun" first and then "Grass" in the order of text arrangement. However, I think it is more appropriate to teach grass in advance, which is more difficult. Because, when learning the ancient poem "Grass", guide students to break through the difficulties of different meanings of some words in ancient and modern times, then if students learn "Spring Dawn" again, it can be solved. Then, let the students learn two supplementary poems, Goose Fu and Sleeping in the Mountain Temple, with more than one poem. Of course, these two ancient poems are carefully selected with moderate difficulty, which not only cultivates children's self-learning ability, but also accumulates ancient poems. It can be seen that learning the ancient poem Grass well is the key to the teaching of this course. Below, I will focus on analyzing the ancient poem "Grass". (Show the picture and write on the blackboard: grass)
Grass is the third ancient poem that students learn in primary school textbooks. Before that, I learned two ancient poems, painting and weeding. Their meanings are easy to understand, and the ancient and modern meanings of words are basically the same. In the ancient poem Grass, the ancient and modern meanings of some words have changed greatly. For example, the word "ge" in ancient poetry refers to the appearance of overgrown weeds, but now "ge" refers to separation or distance, with completely different meanings. Among the ancient poems that students will learn in the future, there are many words whose meanings have changed from ancient times to the present. Then, understanding the difference between ancient and modern meanings of words is one of the teaching difficulties. From the content, Grass was written by Bai Juyi, a famous poet in the Tang Dynasty, telling people about the natural phenomenon of weeds turning green in spring, thus praising the tenacious vitality of weeds. The whole poem has four lines. The first two lines describe the lush spring grass and reveal the law of coming and going in each season. The last two lines praise the tenacious vitality of weeds. The poem Grass is profound and thought-provoking. Among them, "wildfire didn't completely burn them, but they grew taller in the spring breeze" became a famous sentence throughout the ages and spread all over the world. Understanding the meaning of a poem is very difficult for second-year students. This is another teaching difficulty of this course. So, what is the focus of teaching? I think I can understand the meaning of poetry and appreciate the poet's emotion of praising weeds.
Through the analysis of teaching materials, combined with after-class exercises, I have formulated the following five teaching objectives:
1. Master four new words: separation, glory, burning and exhaustion, and focus on understanding their meanings. This goal is also set according to the requirements of after-class exercise 1. According to the requirements of Exercise 2 and Exercise 3 after class, I set the next two goals:
2. Can tell the meaning of this ancient poem.
3. Be able to recite and memorize ancient poems.
4. Understand the natural phenomenon that weeds turn green in spring, and experience the poet's emotion of praising weeds.
5. The initial understanding of learning ancient poetry can be learned through five steps: "solving the poem title, knowing the poet, understanding the poem, entering the poetic realm and reciting the poem". Of course, this is just a mode of learning ancient poetry.
According to the difficulty of teaching materials and the need to improve teaching efficiency, I teach every two hours. The first teaching time: take grass as an example to teach, fully dissect and fully demonstrate the learning process; The second is to guide students to learn "Spring Dawn" and supplement the study of "Goose Fu" and "Liushan Temple". This arrangement is concise, compact and focused.
Second, the basic teaching process
As we all know, implementing the key points and breaking through the difficulties are the keys to successfully achieve the expected goals in practical teaching. It is boring and profound for junior children to learn ancient poetry. So I divide the teaching process into five steps (sticking cards), and the following focuses on it.
1.
Students can understand the poem "grass". Let them talk about what grass is like. Here, teachers can penetrate a little. If they encounter an ancient poem with ambiguous meaning, they will generally understand the title of the poem first. For example, when studying the ancient poem "Xiao Chun", we usually understand the meaning of "Xiao Chun" first.
Know the poet
Then, introduce to the students that this poem was written by Bai Juyi, a famous poet in the Tang Dynasty. Bai Juyi wrote many poems in his life, most of which reflected the real life and the suffering of working people. Bai Juyi attaches great importance to feelings. Once, his friend wanted to leave him, so he wrote the poem Grass. What does Bai Juyi want to tell his friends by "grass"? Asking questions arouses students' doubts and stimulates their thirst for knowledge.
3. Poetry in Ming Dynasty
Let me ask the students to recall what ancient poems they have learned, and then recall what knowledge they should master in learning ancient poems. Through this link, the information in the students' memory warehouse is activated for today's study. Next, I will ask students to read poems freely and try to understand the meaning of words. On the basis of self-study, let them discuss what they have learned and what words they don't understand. It is estimated that students have some difficulties in understanding the words "separation, withering, glory and exhaustion" and need the guidance of teachers. What is a "point"? "Point" is the law of learning, and "dial" is to let students actively explore knowledge. For example, I can ask them to talk about what to do if they encounter difficulties in their studies. Students may say something like "look it up in the dictionary, ask parents, teachers and classmates". Students refer to the dictionary and contact poems, and know that the definition of "completion" is "completion". For the meaning of "withering, glory", I showed four pictures, showing the growth of weeds in spring, summer, autumn and winter, respectively, to help students. (Slide:) Let them think about which picture "Gan" and "Rong" should be filled in respectively. If students fill in "withered" under dry weeds and "brilliant" under lush weeds, then they will understand the meaning of this word. As for the meaning of "separation" in ancient poems, I can't find it in modern Chinese dictionaries, so I will guide students to ask their teachers for advice on their own initiative. For example: "teacher, I don't understand this word, please help me solve it!" " "This design seems redundant and has nothing to do with teaching, but in fact my intention is good. The key point is to train children to solve problems by themselves, always give full play to their initiative and enthusiasm in learning, and break through the indoctrination teaching mode. How to make students understand "separation"? I use multimedia to show a vibrant picture of spring grass on the big screen. Let the students talk about how the grass grows on the grass. Students may answer "very lush, very green, very dense" and so on, then the meaning of "separation" is solved. Now I ask the students to explain what "Li" means. This reveals that the ancient and modern meanings of some words have changed greatly. In addition to "leaving", there is also "walking". In ancient times, "walking" meant running, but now it means walking. There are many examples like this, and students are required to look for them after class.
After solving the meaning, I ask students to try to say the meaning of the poem, which is the focus of teaching. I guide students to recall: you can change the word order or add words appropriately to make the sentence complete and coherent. This point has penetrated into the poem "weeding". Then let the students say it sentence by sentence, let them comment first, and then the teacher will correct it. In this way, through the communication between teachers and students, we can correctly understand the meaning of the whole poem, thus implementing the teaching focus of this lesson.
Enter the realm of poetry
Guiding students to learn ancient poetry is the key. Students have been able to say the meaning of the poem, but the image described in the poem is not concrete and full enough in their minds. I asked the students to listen to the teacher recite with music and imagine what pictures were in front of them. (Blackboard: Imagination) Of course, the choice of this song is necessary. First, a beautiful piano piece and a string of arpeggios show that weeds are growing vigorously. Then, the music becomes slow and heavy, as if the autumn wind swept away the leaves. Then, the intensity of the music suddenly increased, and it became urgent and frantic, and finally returned to the first beautiful and cheerful music. Students' imagination flies with the music, and vivid pictures will appear in front of them. At this time, let the students speak freely, talk about the pictures that appear in front of them, and randomly appear corresponding multimedia pictures according to their descriptions. In this way, turning poetry into painting and feeling in painting will not only help students understand the content of ancient poetry, but also help them enter the state and break through difficulties. For example, after showing two pictures of "the weeds are on fire" and "the weeds are growing again", I inspired students to think: Do you have any questions after reading these two pictures? What are you thinking about? Through this kind of thinking-worthy questions, students' thinking can be really activated and they can discover and explore the problems themselves. Students will think that weeds still have roots from "wildfire never completely devours them", so as to understand that weeds have strong vitality and deepen their understanding of the meaning of poetry through praise reading.
Recite poems
Ancient poetry has a distinct rhythm, harmonious rhyme and catchy reading. In order to let students read the taste and feeling, I teach them in four steps:
(1) Use praise to set the tone for students' reading. (blackboard writing: like)
(2) Using the trial reading method, let the students mark the pause and stress, and read aloud with emotion.
(3) Teachers should give appropriate technical guidance. For example, in the sentence "boundless grass on the plain", I asked students to make the word "original" longer, slow down the whole sentence and read the vast grassland. When instructing students to read the sentence "They have grown taller in the spring breeze", I use language to stimulate children's emotions: "Are you happy that spring has come and grass has grown out of the soil?" Ask the students to read Surprise.
(4) Practice reading repeatedly, using individual reading, group reading, male and female reading, reading with music and other forms, and finally learn to recite, so as to achieve the harmonious vibration of the feelings of the poem, the author and the students. Then I echoed it from beginning to end, making students think: What does Bai Juyi want to tell his friends by borrowing the poem "Weeds"? I designed a writing exercise for my "friends" and asked the students to write it themselves at first.
The five steps of "solving poems → knowing poets → understanding poems → entering the realm of poems → reciting poems" are not only a way for students to learn ancient poems, but also a way for teachers to teach them. The in-depth design of this teaching scheme is conducive to the harmony and unity of teaching and learning. Coupled with vivid language and teachers' constant inspiration and guidance, I can solidly implement the key points, break through the key points and complete the teaching objectives, which is also the main feature of my teaching of Grass.
Finally, the teacher asked the students inductive questions: What did you learn from grass? Students may say "I understand that this was written by Bai Juyi" and "I understand the meaning of words, phrases and sentences". But we should not just be satisfied with the summary of the content, but should guide students to go further and talk about the law of learning ancient poetry. For example, the meanings of some words have changed greatly from ancient times to modern times. You can learn classics and ancient poems according to these five steps. Of course, as long as students can probably say it, they don't have to ask too many questions, because this is only the initial stage of learning ancient poetry, and they will gradually understand it on the long road of learning in the future.
Third, homework design.
According to the difficulty of this lesson and the characteristics of "fundamentality, flexibility and expansibility" when designing homework, I designed these homework appropriately:
1. Ask students to complete the questions in the workbook and consolidate the basic knowledge.
2. Show the last four lines of grass (slide: sweet, they pressed on the old highway and reached the crumbling gate. Oh, my friend's prince, you left again, and I heard them sigh behind you. Tell the students that the original poem has eight lines, and the first four lines are taken from the text. Ask them to look up information, look up the dictionary and consult the teacher after class, and try to understand it by themselves. This is the follow-up study of grass, and it is also the continuous learning and ability cultivation of students.
Now I will briefly talk about the teaching arrangements for the second teaching.
I will guide students to learn "Spring Dawn" with half help and half release, and let them learn by themselves according to the five steps, find out which words have changed in ancient and modern meanings, ask questions, add a little to what they don't understand, and ask students to understand the meaning of words, understand poems, memorize them, and appreciate the poet's feelings of praising spring. Then, I asked the students to learn the two ancient poems "Ode to Goose" and "Deep Night Mountain Temple", which can be discussed at the same table. Of course, the requirements for supplementary teaching materials can be relaxed appropriately, as long as you basically understand the meaning of ancient poetry.
Chinese teaching is an eternal art, which needs constant exploration. My design must have many shortcomings. Please give me more advice.
Attached book:
grass
Topic: Grass
Poet: Bai Juyi
Ming poem: parting and dying.
Enter the realm of poetry: imagine the picture
Recite a poem: praise