Article 1:
Farewell to Cambridge is a poem with exquisite structure, novel artistic conception, harmonious rhythm, orderly style, gorgeous rhetoric, charming style and beautiful music, painting and architecture. The teaching goal of this poem is: 1. Taste the beauty of the image of poetry, experience the artistic conception of poetry, and experience the poet's true feelings. 2. Cultivate students' ability to appreciate poetry. 3. Understand the author's feelings, arouse the sound of * * *, gradually develop a good aesthetic interest and cultivate aesthetic ability.
Before teaching this class, my teaching idea is to let students find out the image of this poem on the basis of mastering the concept of image, and understand the artistic conception of the poem by tasting the beauty of image. Through repeated reading, we can understand the poet's thoughts and feelings about Cambridge. After understanding poetry and gaining emotional awareness, students will analyze the beauty of music, architecture and painting and feel the formal beauty embodied in this poem. In order to achieve this teaching goal, before class, I divided the four questions in my speech into six small questions. Then assign these six small questions to six groups, and through guidance, let students complete the assigned learning tasks on the basis of cooperative inquiry. However, when I asked the group to cooperate to explore and complete the learning task of this group, I found that many students' active participation was not high, and so many students in each group read books alone and did not express their opinions. Only a small number of students actively participate. After discovering this problem, I tried my best to encourage and ask them to participate actively. But maybe it was the wrong method and lack of experience that didn't mobilize them. So that the final text did not achieve the expected teaching effect. In the process of teaching, there is still a problem, that is, the connection of each link is not compact and tight enough. This is a problem that has been puzzling since teaching. Although I try to improve every time in the teaching process, I can't do it well every time. For these shortcomings, I have to ask the old teachers for teaching experience, attend more classes and strive to improve. Come on!
Article 2:
In the course Farewell to Cambridge, my overall teaching idea is to take reading as the main line, and fully feel the beautiful artistic conception of poetry through reading and appreciation. I hope the students can read, speak and listen beautifully in class.
Too careful analysis of poetry as a literary genre can only lead to the fragmentation of artistic conception, thus losing the aesthetic feeling of poetry. Therefore, when preparing for this class, I completely gave the initiative to the students and let them talk about their feelings about different chapters of this poem. As a teacher's design topic, it is advisable to outline and go straight to the subject, which can not only spread the whole poem, but also focus on a central point. Stick to the theme of "Farewell to Cambridge". In addition, poetry needs to be read repeatedly, so reading aloud is also the key for me to design this course. Only with "beautiful reading" can there be "beautiful products".
Reading teaching is based on understanding. Chinese teaching is inseparable from reading, and of course it is inseparable from reading guidance, especially poetry. Analyze and read at the same time. Ye Shengtao said that when reading, he should "go against his will" and "give him an impassioned place and a euphemistic place". The premise of "returning his passion" is, first of all, to understand where "passion" is and why; Similarly, the basis of "returning him a euphemism" must be to know where the euphemism is and why it should be euphemistic. Otherwise, it is not worth the loss, and the interpretation of "passion" and "euphemism" may be misplaced. The place of "enthusiasm" is euphemistic, and the place of "euphemism" becomes "enthusiasm"
Because the initiative of learning is in the hands of students, I can't design the class well in advance, so when students analyze the jump, I have to have enough ability to move back to the theme and form a whole. Therefore, my response to students' opinions in class is not deep enough and timely, which needs to be improved in future teaching.
When teaching students how to appreciate poetry, I deal with the second and third parts of the text like this. These two sections are similar in emotion and writing. The common teaching method is that the teacher makes the students think: What kind of emotions are contained in the two images of golden willow and green grass? But the problem is that students often have no way to start, because the term image is still relatively unfamiliar to junior three students, let alone analyze the thoughts and feelings contained in images. I ask students to grasp key words to judge emotions. Taking the second section as an example, this paper grasps several key words such as "Golden Willow", "Bride", "Yanying" and "Ripple" to guide students to ponder and taste the thoughts and feelings contained in the image of "Willow" and to teach students the ways and means to analyze the image. On this basis, through mutual discussion, we have a very smooth understanding of the thoughts and feelings to be expressed in the image of "Qing ruo" in the third section.
Many quiet students in this class also raised their hands because they have something to say. I'm already very happy. I am glad to hear those unexpected understandings that excite me, such as "Being a bride is the most beautiful and brilliant moment in a woman's life", such as "Zhimo can only play songs quietly in her heart" ... The class is going on quietly, and I feel as if the light of He Kanghe reflects the whole classroom, and we clearly feel the fragrance of freedom. It seems windy, mixed with flowers.
What students may lack is not discovery, but a stage for discovery, a pair of expecting eyes and a pair of listening ears. Teachers must be patient and tolerant, giving students such a stage for free growth, so that everything in the classroom can compete for growth.
Article 3:
After the lesson "Farewell to Cambridge", I have a deeper understanding of the truth: tradition does not mean obsolescence.
Farewell to Cambridge is a famous work. As most students know, this poem incorporates the author Xu Zhimo's strong feelings for his alma mater. At the same time, this poem is also an excellent example of the "three beauties theory" of the new metrical poem. Beautiful artistic conception and strong emotion are worth appreciating. Before, most students read ancient poetry and were unfamiliar with modern poetry, so students had some difficulties in understanding poetry. How can students understand well? If students don't understand poetry teaching without analysis, too much analysis will greatly discount poetry. And the understanding of poetry can be varied and rich. How to stimulate students' personalized interpretation to the maximum extent and let students integrate their' understanding' of poetry into their own life experience? On second thought, I chose traditional reading. I plan to study instead of teaching.
Before class, I used Xu Zhimo's legendary experience and talent to stimulate students' interest. Then I played Farewell to Cambridge and read the recording directly to infect the students. Then I asked the students if the poem was beautiful. What do you think is the most beautiful content? Why? Let the students speak freely, keep their original experience of poetry to the maximum extent, and let the students have something to say and dare to say. I'll let them read that part by themselves. How do other students comment better? When preparing lessons, I know that on the surface, students have more experience, but they are vague and their understanding is not deep enough. Moreover, freely discussing which poem you like best disrupts the original order of poetry and is not conducive to students' overall grasp of poetry. Finally, I continued to choose the traditional teaching method: I read the poems one by one, and the teacher seized some of the most valuable poems for the students to taste. The advantage of this is that students can naturally experience the emotional changes of poetry itself, and at the same time, they can concentrate on experiencing some of the most valuable places and understand them thoroughly. Thirdly, let the students read and experience again and again. I saw many students show confident expressions and knowing smiles. Obviously, the students entered a poetic mood. Then, I will take my classmates to analyze the beauty of such words as "tenderness", or imagine a picture of Jinliuhe together. In class, I heard many different understandings, and the results were better than the answers I wanted. So I think these seemingly "old-fashioned" methods are probably the most effective. "Read a book a hundred times before you can show your meaning", which is essential in class, especially in our Chinese class, which will never be out of date.