Reflections on the teaching of the ancient poem Jueju in primary schools: the advantages of this course 1
Clear thinking in class; The teaching goal is successfully completed, students know nine new words and can read and recite ancient poems correctly; Understanding the meaning of a poem by observing pictures is very intuitive and vivid, and students can easily understand the meaning of the poem; In the teaching process, read more fully (students read by themselves and correct their pronunciation; Old teachers study; Students read aloud according to the beat; Understand the familiar reading after the poem; Good reading after feeling the poetic realm.
Disadvantages of this class
Students' enthusiasm for learning has not been mobilized and their interest in learning is not high. After a class, only a few students answered the questions. The evaluation of students is too monotonous and not targeted; When guiding students to read aloud, the guidance is not in place. Students only look at the rhythm of poetry and don't look at emotional ancient poems. In understanding poetic scenes, guidance is too simple. The original design requires students to find out several "things" in the poem, and further find out the words "yellow, green, white and blue" in order to understand "the rich colors contained in the poem and then feel the charm of spring scenery". Because of their nervousness, they also neglected the guidance to students, which led to students' lack of profound understanding and the kind of vitality brought by such a beautiful spring scene.
Although the class left regrets, "I participated and I was happy." Experience is a kind of happiness and a great wealth of life! Thank the judges for giving me such a rare opportunity to realize many of my shortcomings. In the future teaching career, I will continue to strive to improve myself, so that my students can learn happily, grow and progress in their studies, and be a more qualified guide in their study career!
Reflections on the teaching of "quatrains" of ancient poems in primary schools II. Landscape poems can be seen everywhere in Chinese teaching. Poets often express beautiful scenery through the description of the scenery, or create feelings through the scenery, or express their feelings in the scenery ... Because of their personal presence, the poet's feelings can come from the heart and win the beauty of the scenery. As readers, students stay out of it. Because of the long distance, limited life experience and age characteristics, it is difficult to cause * * *. Unfortunately, those young readers who are not savvy enough to transfer their life experience and associate with them are often just skimming the surface.
Jueju is a seven-character poem written by Du Fu, a famous poet in Tang Dynasty. The whole poem has bright colors and broad artistic conception. In teaching, I follow the principle of teaching integrity, and the teaching level is from shallow to deep, and I deeply understand the artistic conception expressed by poetry step by step. In teaching, I also pay attention to guiding students to master adjectives that express colors in poetry, such as "yellow", "green", "white" and "blue", and then combine language training to unfold the picture, so that students can realize that the picture is colorful and beautiful in spring. In the teaching process of guiding students to understand keywords, I draw a window frame with a stick figure, so that students can intuitively feel the meaning of the word "containing", which not only helps to deepen their understanding of sentences, but also enables students to subconsciously understand the vividness of scenery description, so that students can deeply understand the wonderful use of the word "containing" and break through the teaching difficulties.
In order to respect students' individual differences and pay attention to underachievers' interest in learning, I designed a multi-level reading challenge, allowing them to choose their goals freely, improving their enthusiasm for participation, and achieving the goal of letting every child participate in learning, allowing students to publicize their own personality and read their own understanding of poetry. However, the teaching progress is not reasonable enough, and the order of observation (from near to far, from far to near) when poets write poems has not had time to guide students to understand.
In the future, we should make full use of class time, arrange all teaching links effectively and reasonably, and pay more attention to the learning situation of underachievers in each class. When I communicate with students, I should devote more emotion, infect students with my body language and vivid language, and make the communication between teachers and students more natural and harmonious.
Reflections on the teaching of "quatrains" of ancient poetry in primary schools III. The five-character quatrain vividly depicts a beautiful picture of spring scenery. This poem has beautiful pictures, soft style and rich feelings, which shows the vigorous vitality of spring and the poet's happy and leisurely mood after ending his wandering life. Reading this poem repeatedly gives people a feeling that spring is not intoxicating and everyone is intoxicated. With my love for this poem, I started teaching with great interest.
At the beginning of the class, the contest "Talking about Spring Idioms" brought the atmosphere up at once. Children seem to have entered the world of spring, with a pair of small hands held high above their heads, and a "breath of spring" permeates the whole classroom.
The teaching of ancient poetry is inseparable from "guided reading". After introducing games to stimulate interest, let children read poems freely and think about which ancient poem can make you feel spring best while reading. The children read aloud in the group and talked about their ideas. The scene was very lively. "I think the poem" Flower Spring Breeze "has the most spring feeling, because when the spring breeze blows, all the flowers bloom, and the grass sticks its head out of the soil to see this beautiful world, and there are vibrant scenes everywhere. I think it's spring. " "How do you feel when you see such a beautiful scenery?" "Very happy, very happy!" "Then can you read the poem aloud?" "Yes, ..." In this way, I finished teaching this poem in a relaxed and happy atmosphere and in the children's personalized interpretation. Let the children interpret independently and freely instead of the teacher's boring explanation, but at the same time give guidance from the children's answers and give guidance for reading aloud.
Maybe it's my love for this poem, maybe the children's performance is very good, maybe this teaching design is more reasonable. In this class, the children have a tacit understanding of their own state and cooperation, and they have entered the poetic spring together in the exchange of "you say a word, I say a word".
Reflections on the teaching of "quatrains" of ancient poems in primary schools. The teaching of quatrains was carried out two days ago. After the lecture, I also had some reflections.
This ancient poem is the first in the second volume of Grade Three. From the subject matter, it is a five-character quatrain with simple content. This is an ancient poem praising spring. Students are also easier to understand. After the lecture, reviewing the contents explained, there are still the following shortcomings:
1, the content is relatively basic and lacks some advanced knowledge. In this lecture, I mainly adhere to the curriculum standards. Although there is no important content missing, there is no in-depth explanation. Children may be confused when they encounter a slightly more difficult problem in the future.
2. Lack of reading guidance. First of all, the teacher's reading demonstration is not enough, and audio is played during the lecture, but if the teacher demonstrates it again, the effect will be better. Secondly, there is a lack of guidance for students to read aloud, such as how to read when they are happy. Where should I read faster? Where should I read more slowly? These are explained to students in detail, and children will be more willing to read aloud.
3. Not paying enough attention to the general idea of ancient poetry. We should master the general idea of ancient poetry in the third grade, but I think the general idea should be remembered on the basis of children's understanding, and it is best to understand and analyze it by ourselves. So I said it in the lecture but it didn't impress the students. You can show it for the last time and let the children remember it again.
As a new teacher, I still have a lot to learn and improve. I hope I can make continuous progress!
Reflections on the teaching of "quatrains" of ancient poems in primary schools. I just finished writing the ancient poem quatrains, and I feel the effect is good. The students have memorized this poem, so in class, I first introduced the poetic genre of quatrains to the students and briefly introduced Du Fu. Then start with the illustration directly, let the students observe what scenery is on the picture and describe it in a certain order. The students quickly found snow-covered egrets, green willows, orioles and boats, and described them. Then I asked the students to talk about the more eye-catching colors on the map. After the students say these words, I will point out to you that this is the place where the poet once lived. So how does the poet describe this beautiful place? Let's study together.
The students quickly said the meaning of the first two sentences simply. At this time, I asked, what is the name of the oriole and what does the egret fly? To my surprise, the students said "sound", which greatly encouraged the students. Then I asked, so, oriole is yellow, egret is white, and there are green willows. Blue sky, what is this? The students quickly said "colorful" and understood the beauty of "colorful" described by the poet.
The description of the last two sentences is a bit difficult for students. Through the simple description of the children, I explained it to the students in front of the window frame. The students quickly understood the meaning of "inclusion", clearly stated the angle and position of the poet's observation, and accurately described the dynamic and static description when summing up. I feel that the students in this class are very practical, and I feel the joy of success myself.
Reflections on the teaching of "quatrains" of ancient poems in primary schools 6 i. Success
When I was in this class, my greatest success was to give students ample space and opportunities to explore independently in the teaching of this ancient poem. Before the exploration, students were inadvertently given guidance on how to understand ancient poetry; In the inquiry, I participated in the students' inquiry activities as a collaborator; After the research achieved results, I strongly praised it, which made students experience the joy of "conquest" and taste the happiness of success. This aroused their courage in the next round of "conquest" and laid the foundation for future study.
Second, shortcomings.
The time of a class is too hasty, and some words are not well understood by students. Time is tight, I don't read the article carefully enough and I don't feel enough. The teaching arrangement is unreasonable, and there is a feeling of loosening the front and tightening the back.
Third, improvement measures.
If I take this course again, I will do this:
1. The childhood story in the poem is quite different from the reality. First of all, let students devote themselves to their studies with great interest.
2. When learning the text, compare and teach, so that students can learn the similarities in content through self-study and feel the fun and happiness brought by different environments in childhood.
3. In teaching, guide students to read each poem correctly and fluently by combining pinyin, and on this basis, have a general understanding of the content of the poem as a whole; Then combined with annotations, we can understand the meaning of each poem through autonomous learning and group cooperative learning, and then understand the meaning of the whole poem, understand the author's thoughts and feelings, and read and recite poems with emotion. To guide students to understand words, we should try to avoid the practice of explaining words according to words, and should embody the principle of taking all personnel as the basis.
4. Train students to read aloud in various ways, avoiding the guidance of simple reading skills and the imitation of mechanical reading intonation. Combine students' understanding of poetry and the author's feelings, guide students to grasp the author's emotional tone and read out their feelings.
Reflections on the Teaching of Seven Classes of Ancient Poems in Primary Schools; I make full use of all kinds of teaching resources, guide students to study actively, take painting as the medium, combine reading and writing, and the teaching forms are flexible and diverse, which makes students interested in learning and receives good teaching results.
(A) create a situation to stimulate enthusiasm
At the beginning of class, teachers create a free and harmonious teaching situation with enthusiastic language, and introduce students into poetry and painting by playing courseware. Charming natural scenery is accompanied by brisk and smooth music, students' deep feelings are aroused, and poems gush out. Everyone can't wait to say the poems related to the picture, and the enthusiasm for learning ancient poetry is unprecedented.
(b) Sketch and introduce poetry.
The teaching of ancient poetry "the author knows the situation well, and when in Rome, do as the Romans do, he begins with his relatives" must have a distinct image, so that students can see, hear and feel truly, and then do as the Romans do, which is the so-called "poetry and painting family". The highlight of this lesson is to guide students to expand their imagination, draw pictures with poems according to poems, and build a beautiful bridge for students to "walk" to ancient poems with "painting" as the medium. "Painting" is just a means to lead students to poets and complete a spiritual dialogue that transcends time and space. After painting, let students compare the painting with the poem and comment on the painting, which not only cultivates students' imagination and innovative ability, but also urges students to further understand the content of the poem, organizes scattered things into a complete and meaningful picture, and improves students' ability to feel, understand and appreciate beauty.
(C) Repeated chanting, sublimation of poetry
"I can recite 300 Tang poems if I can't recite them." Reading activities are consistent in teaching, from free practice to analysis of beautiful reading to in-depth reading. The images displayed in poetry are combined with the rhythm, rhythm and stirring emotions of poetry, so as to feel the cheerful and excited emotions of the poet and sublimate the sentiment of poetry.
Reflections on the teaching of the ancient poem "Jueju" in primary schools 8. I often encourage students to read more ancient poems to improve their language and writing accomplishment. However, the results have been very poor, and I always feel that students are completing their tasks, rather than falling in love with ancient poetry voluntarily. Therefore, in the teaching and research class of this group, I seized the opportunity to take a class on the ancient poem "Jueju", hoping that through the teaching of this class, students can learn to appreciate the beauty of ancient poems and really fall in love with them.
Jueju is one of Du Fu's representative works and a well-known landscape poem. Although there are only 28 words in the whole poem, there is endless beauty between the lines. Poetry blends with vibrant natural beauty, creating a fresh and relaxed atmosphere. The whole poem is a scene, but it is integrated into one, which fully shows the poet's complex and meticulous inner activities through the scenery. I put the teaching focus of this course on letting students understand poetry by appreciating pictures, and then feel the poet's feelings. At the same time, in the process of learning, they can fully feel the color beauty of poetry, such as: oriole, egret, emerald green willow, blue sky, four kinds of scenery and four colors, yellow green and white blue, which are refreshing to read.
Feel the structural beauty and double beauty of poetry, such as "two lines", "oriole-egret" and "singing willow-rising to the sky"
In addition, we should also feel the artistic beauty of poetry: the poet described many scenery in just four sentences, combining far and near, moving and static, bright and orderly, and outlined a fresh and open natural scenery full of spring. How can students not experience such a beautiful picture?
Therefore, in teaching, I first create a situation and show a group of pictures of spring, so that students can praise spring with one word or one sentence and stimulate their love for spring, thus naturally introducing them into the poetic realm.
Secondly, when explaining poetry, I first show pictures so that students can appreciate the pictures and have a preliminary understanding of poetry, and then integrate into the poet's life in the form of telling stories and experience the artistic conception of poetry.
For example, when teaching the first sentence, I designed the situation like this: first show the picture of two orioles singing among the green willows, imagine that it is spring in March, the weather is sunny and the breeze is blowing gently. This morning, Du Fu was reading a poem at the window when he suddenly heard the sound of birds singing outside the window. He looked out of the window and saw what? In this way, the four poems are integrated into the pictures and stories, and the students' eyes always follow the eyes of the great poet Du Fu, so they naturally feel immersive and can feel the emotions in the poet's heart.
In addition, in teaching, in order to let students fully understand the poet's inner feelings, I also dug up the blank points of the text, infiltrated the creative background of the poem to the students, and combined two poems, Spring Hope and Caotang, to let the students understand the social environment at that time and let them sing with Du Fu emotionally.
Finally, let students recite repeatedly, sublimate their emotions in the process of reciting, let them read freely, analyze the beautiful reading and then read deeply, and combine the image displayed in the poem with the rhythm, rhythm and stirring emotions of the poem, so that they can be influenced by beauty in reading.
However, in teaching, I think it is still too much. I want to create more situations for students to feel, experience and taste, and truly reflect that students are the main body. It is enough for me to be a good tour guide!
Reflections on the teaching of "quatrains" of ancient poems in primary schools. Ancient poetry is the cultural essence of our country. In the teaching of two ancient poems, I always focus on reading and painting, so that students can feel in reading and painting. When I was teaching the poem Looking at Lushan Waterfall, the introduction part started with the illustrations in the projection poem, which gave students an intuitive impression of Lushan Waterfall and shocked their hearts. When presenting the project, I use the relationship between layers to focus on the new words "land" and "waterfall" that students need to learn in the project, so as to achieve the first goal. In the process of "learning literature", I mainly carried out the following teaching: First, I read literature independently; Second, give reading guidance; Thirdly, we should learn how to read and learn pictures of ancient poems. Fourth, guide reciting. From the goal, the four goals have been achieved, and the use of text illustrations and courseware has solved the key and difficult points of teaching well. From the effect, students' learning enthusiasm has been reflected. Combining pictures and texts to stimulate students' interest and initiative in reading aloud. In addition, students can send observed new words home to guide their writing by using Tian Zi lattice, which not only gives students the opportunity to participate in practice, but also fully embodies the new curriculum concept of interactive participation. At the same time, it also embodies the teaching design strategy of taking students as the main body in classroom teaching, builds an interactive platform for teachers and students, and fully mobilizes students' learning enthusiasm.
At the beginning of teaching quatrains, I showed the illustrations of the text to guide students to observe. What do you see? Then show the ancient poems according to the pictures, let the students feel the beauty of nature with pictures and texts, and try their best to help them understand the words like "Thousand Autumn Snow", "Korean" and "Wan Li Boat". The effect is good. This kind of teaching can also achieve the purpose of "feeling the beauty of nature". Then use various reading methods to help students recite the text. In a word, the goal of this lesson is well achieved, and all the knowledge points are well implemented. In addition, I also use the real environment to help students understand the ancient poem "The window contains a thousand pieces of autumn snow in Xiling". I asked my classmates to treat the classroom window as a blank sheet of paper, and then look at the scenery outside the window. At first glance, the students know what "including" means.
In short, this lesson made me understand that in the lower grades, we should not pay too much attention to the understanding of words in the text, but let students feel and understand themselves in repeated and various forms of reading, and the teacher is only guiding in this process. This lesson also made me understand that we should make good use of realistic teaching resources to let students go out of the text and understand with their own personal feelings.
Reflections on the teaching of ancient poems in primary schools 10 Today, I attended the poems in Two Ancient Poems, which is an assessment class.
I have always felt that poetry is a difficult point in teaching. I told the grass about it, and the grass said, "Then you might as well take this opportunity to prepare well and try hard, and maybe you will make progress." So I decided to give it a try.
Disadvantages:
Let me talk about my own feelings first:
1. I feel a little stiff in class and I don't have a good grasp of the transition. I'm a little stiff.
2. I always feel that I have a problem, that is, I added something that was not in the original teaching plan in class. I analyze two reasons for this problem.
(1), I didn't think it through when I designed it.
(2) I haven't fully grasped the students' learning situation. This has also become the reason why I can't successfully complete the teaching task several times. The classification of new words has been added this time.
3. I didn't grasp the time well, and I was suspected of obviously delaying the time.
Then, talk about teacher Zhang's opinion.
1. Teacher Zhang thinks I still need to strengthen module reading. I didn't play the role of model reading this time. There is no pause to remind the students.
2. After the students look for the scenery, let them use their own words.
3. Students' revisions can be added to writing, so that students can experience the pleasure of writing progress.
Grass also gave me a lot of advice.
1, basic skills
(1) Make more eye contact with students.
(2) The language should be cadenced and fluctuating, which is more attractive.
2. Literacy should be self-reading, then name reading, classification, and finally test reading. Teaching must follow the law of meeting first and then taking the exam.
3. Learn to render when describing the scenery, and don't be too dry.
However, Cao school also affirmed some of my progress, and I am still very happy. I hope to make continuous progress in future teaching!