Reflection on Ode to a Lime after class 1 I have always admired money, read some books about him, and am excited and proud that there is such a great hero in China history. However, in the teacher training week, teaching masters like "Lime Song" and Mai is different, and I feel uneasy. In the face of so many super famous teachers and experts, I'm afraid I can translate all the connotations of Poems of Lime into place and let Yu Qian's image take root in the hearts of students. Anyway, I'm glad to have this opportunity to present my class to you for analysis and correction. This is my chance to learn and improve.
In the design of the whole class, I strive to achieve my teaching goal by repeating and enlightening in time. The words, poems and feelings of poetry, including dictation, are all done in class. The first section is to be familiar with ancient poetry, understand poetry, and understand this writing technique of expressing one's will by supporting things. Among them, I made a certain introduction to the production technology of lime, and lime has to go through a series of tests in the production process. As the poem says, "thousand blows", "fire" and "broken bones" Under various tests, limestone turned into white and clean lime without any impurities. And this is exactly what the poem says: "keep innocent in the world." The second section takes Naive as a springboard to build a bridge between this poem and Yu Qian. Give students four main stories about Yu Qian's life to help them better understand Yu Qian and understand the true meaning of the word "naive". It is believed that only by knowing the author and writing background of ancient poems can students really get close to the poet, feel the poet's feelings and be influenced and infected by him.
In class, I create a situation for students to read ancient poems repeatedly. For example, when explaining the defending war in Beijing, students realize that Yu Qian is for the country and the people, persevering and loyal to the country. I went on to say, "When Yu Qian put on his official uniform and went to the battlefield for the first time, he must have inspired himself with this poem countless times." Read poetry all his life; "If you go, you may just never come back, but" study for a lifetime; "The enemy is currently defending the country, and I will bear it." Three readings in a lifetime. It is in such repeated chanting that Yu Qian's image is clearly visible. There is a certain distance between the language of ancient poetry and the language of students. Only by reading carefully can students truly understand ancient poetry and its meaning, and feel its rhyme and emotion.
Although I feel that my understanding of the whole poem is still in place, Mai's grasp of the whole class is more subtle and the design of teaching links is more seamless. In Mai's class, students are always immersed in the atmosphere she created, so students can be moved by that history and Yu Qian's life. Compared with my class, what I lack is this kind of emotional flow, which is too rational. I can't help thinking that the teaching of ancient poetry should focus on participation, success, infection, edification and extension.
Teacher Wang's class evaluation has benefited me a lot. First of all, Mr. Wang suggested that the greatest feature of this poem is to rely on things to support ambition. The mystery of holding things to express ambition is not in things, nor in ambition, but in personification. In the poem, "if you are idle" and "not afraid at all" personify lime, and the poet expresses his ambition through lime, so there are words with life integrity such as "innocence" at the end of the poem, rather than physical words such as "pure white". Yu Qian is not talking about lime, but people who like lime. However, this concept has not been implemented in our classroom, or it is only slightly reflected and inconsistent. Yes, you must study, and every learning experience should be permeated with the teacher's guidance on learning methods. Since it is a poem expressing one's will, students must have an intuitive understanding of this kind of poem, and knowing the writing method and intention of this kind of poem will help students to learn and understand this kind of poem in the future.
Secondly, in my teaching design, the most important part is to understand Yu Qian's image through his four life stories. It is this link that is too monotonous and procrastinating, and the four parts are promoted in parallel, which has no three-dimensional sense. Although there are also the creation of situations and the expansion of imagination, the overall feeling is that students have not really entered the state. In class, I want to give students the knowledge of how to present it step by step in front of students and let them follow without trace. I think I must work harder in this respect. Strive to make their own teaching more exquisite and ingenious, and strive to expand students' imagination and guide students' emotions. Only when students collide with each other in communication, inspire each other in dialogue and get infected and edified in the situation can they really enjoy reading ancient poems.
Finally, Mr. Wang also suggested that reading protected the existence of poetry as a gestalt in the teaching of ancient poetry. What poetry fears most is the cross talk of every word. Look at notes and illustrations. There is absolutely no need to give a general idea sentence by sentence. Only reading in various ways is the true meaning of ancient poetry teaching. On the other hand, both Mai and I made such mistakes in class. Ancient poetry not only has the beauty of language and artistic conception, but also has the beauty of music. Reading ancient poems repeatedly is an artistic enjoyment. Teachers should also create a good situation for students to understand the words in poems, so that students can naturally feel their feelings. In the future teaching of ancient poetry, we should not only understand word by word and mechanically, but also pay attention to the overall grasp, and then guide students into the situation of ancient poetry by effective and ingenious means. Only in this way can the teaching of ancient poetry become a pleasure for students and teachers.
The scenery, feelings and aspirations in the poem are progressive and spiral. Interpretation and perception need to do as the Romans do in order to get into the heart. The study in the studio is like this, constantly honing us, thinking while doing, and constantly gaining and growing.
After-class reflection on Ode to Lime II. Ode to a Lime is the first seven-line quatrain poem. The author uses lime as a metaphor to express his unyielding quality. In teaching, I followed the general steps of poetry teaching: knowing poets and solving poetry problems; Grasping words and knowing poems; Enter the artistic conception and experience poetry. However, the two links of grasping words and understanding the artistic conception of the poems are not handled properly. The author's firm will of "I am not afraid of death, but I want to remain innocent in the world" did not enlighten students in reading, so students did not understand the artistic conception of these two poems deeply enough. Also, all the students did not actively participate in the learning atmosphere during the whole class. The teaching of ancient poems needs further practice and research in order to make our teaching handy and perfect day by day.
When teaching one or two poems, I only grasp the words "tempered" and "burning eyebrows" and let students read them repeatedly, imagine the scene and experience the role. Students imagine themselves as stones, imagine suffering from thousands of fires, and thus deeply feel the noble quality of lime.