First, cleverly set up games to strengthen accumulation
Primary school students are young, all like lively game activities, and their interest in learning in an orderly way cannot be stimulated. In the process of guiding students to learn ancient poetry, I also use this characteristic of students to organize students to participate in various interesting games, stimulate their interest in participating, and let them actively play middle school, which not only consolidates the accumulation of knowledge, but also improves students' ability, and the teaching effect is better.
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When instructing students to learn "Singing Willow" in class 1, two ancient poems of grade two, I organized students to participate in interesting games. After students are familiar with poetry, I first organize students to participate in the game of auxiliary memory and encourage them to participate in the activities of "poetry train". The first student recited the first sentence of "Singing Willow", and then assigned a student to recite it. This kind of game avoids tedious reciting activities and enables students to develop their memory with a positive mood. In addition, I also organize students to participate in spoof games. I encourage students to make sentences with "images" and carry out solitaire activities. The first student started with the poem "Spring breeze is like scissors" and assigned the second student to follow suit. The second student tried to follow it with scissors …, some students followed it with scissors spikes, and the next student followed it with spikes …. In such activities, students fully use their brains and master the writing style of figurative sentences.
The L value, A value and B value of lemon fruit vinegar were determined by colorimeter. The color difference meter needs to be calibrated with thick white paper before use. δ l value indicates brightness; The positive value of δa tends to be red, and the negative value tends to be green. The positive value of δb tends to yellow, and the negative value tends to blue. Calculate the total color difference by the formula Δ e = (Δ L2+Δ A2+Δ B2)1/2. When δ e is 0 ~ 0.5, the color difference can be ignored and it is difficult to be recognized by naked eyes; When δ e is 0.5 ~ 1.0, the color difference is very low, which can only be observed by people who have been trained for a long time. When Δ E is between 1.0 and 1.5, the color difference value is moderate; δE & gt； The color difference at 1.5 is serious.
I actively learn from the concept of happy learning in the teaching of ancient poetry in primary schools and organize students to participate in colorful game activities. In such activities, students' brains are always in a state of excitement, so that the institutional response of internal cognitive learning will be faster, students' ability to accept stimuli will be stronger, and the efficiency of learning ancient poems will be higher. At the same time, such activities can also make students gradually fall in love with ancient poetry, and then actively carry out autonomous learning.
Second, encourage performances and integrate emotions.
Most ancient poems are concise in language, and there are certain gaps between sentences, which makes it difficult for students to learn and understand. In order to fill these gaps, I often encourage students to actively expand their imagination and perform around these gaps. This can fill the gap caused by thinking jump and let students understand the content of ancient poetry more deeply. In the process of performance, students imagine themselves as the authors of ancient poems, let themselves blend in and sing with the authors to improve the reading effect.
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When learning "Three Ancient Poems" in Lesson 4, Volume 1, Grade 3, students are encouraged to play roles. Some students play the author, others play the children. I encourage students to set up a monologue for the protagonist to express the author's mood. Some students tried to express the author's loneliness: "Look at these children, how happy they are, but what about me?" I am far away from home, and on such a cold night, there is only one lamp to accompany me. "Other students had a whim and joined the content of the author's communication with children. In the dialogue, the author hopes to dispel his inner loneliness by communicating with others, but the children say it is late, and they want to go home to sleep, so they rush headlong into it, leaving only the author alone to better express the author's sad and lonely mood. I affirmed the students' ideas, and at the same time organized students to exchange some words, including: "What does' guest sentiment' mean? Have you ever had a sense of being a guest? Can you share with you the inner feelings at that time? " This question allows students to feel the author's emotions through experience.
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In the teaching of ancient poetry, we should pay attention to the concept of experiencing feelings, so I organize students to carry out role-playing activities, so that students can immerse themselves in the works and get deeper feelings. I often organize students to communicate, trying to imagine myself as an author and talk about my inner feelings when writing poems. I also encourage students to communicate with their real life and talk about whether they have had similar feelings in life. In this way, students can not only understand the content and emotion of ancient poetry, but also improve their language construction and expression ability.
Third, integrate into painting and let your imagination fly.
Art is a vivid art form, and poetry is characterized by "painting in poetry". Therefore, I try to integrate disciplines in teaching and integrate painting, a poetic art, into the teaching of ancient poetry. I encourage students to read the poem deeply and understand its content, and then try to imagine and draw its content. Finally, I will encourage students to express their paintings in their own language, so as to deepen their understanding of ancient poetry.
"Seeing Lin Zifang off from Jingci Temple at dawn" in Two Ancient Poems in Lesson 15 of the second volume of Senior Two is a poem full of pictures. In teaching, I encourage students to try to combine painting with poetry learning, try to let their imagination fly and show the content of poetry with pictures. I inspire students to think before writing: "In this poem,' infinite blue' and' different red' are mentioned. Both green and red are easy to express, but how to express' infinity' and' different red'? " After students start to create, I also encourage them to try to talk about their creative ideas. Some students suggested: "Infinity means a lot, so I drew a lot of lotus leaves and spread them all the way to the distance, thus embodying infinity." Another student suggested, "I drew a little sister in red next to her, but the red of the lotus is brighter than her clothes." This shows a' different red' through comparison. "I affirmed the creativity of students. Through such activities, students have a deeper understanding of poetry.
"Chinese Curriculum Standard" puts forward: "Teachers should broaden the fields of Chinese learning and application, and pay attention to interdisciplinary learning and the application of modern scientific and technological means." In teaching, I try to combine art with ancient poetry reading, so that students can broaden their horizons in the intersection, infiltration and integration of different contents and methods, and then improve the efficiency of ancient poetry reading.
Fourth, combine music to experience artistic conception.
Generally, ancient poetry works have beautiful rhymes. So when organizing students to read ancient poems, I often use music to create the artistic conception of ancient poems. This will enable students to participate more in reading, enlarge their emotions and better understand the artistic conception of ancient poetry. I also showed students some singing works of ancient poetry, and asked them to talk about whether the works can reflect the characteristics of ancient poetry, which can also encourage students to better accept the influence of the classroom.