Reflections on the teaching of Notes for an Absent Poetry. 1 When teaching the poem Notes for an Absent Poetry, I arranged for the students to be familiar with the whole poem, dredge the words and then guide them to adapt the poem into a one-act play. Time, place, people, dialogue and scene are all well solved, and the key is dialogue and scene.
I guide students to read poems by themselves, discuss the dialogue with their deskmates and communicate collectively: where did your master go? Collect drugs. Where does he collect drugs? In the mountains. Where on earth is it on the mountain? The mountain is too big, I don't know. Then gradually add characters. What can you say? What are the expressions, actions and tone in the dialogue? Guide students to understand the poet's kindness, easygoing, relaxed and natural. The poet's heart is full of hope-disappointment-a glimmer of hope-complete disappointment-and the boy's innocence, cuteness and liveliness.
When describing the scene, let the students experience the beautiful scenery of pine trees and long white clouds in the mountains with illustrations. The students were very interested, and I also realized the ease and success of teaching.
Reflection on a note left by an absent ecluse teaching 2 Because I went to class according to the main point of "encouraging learning" prepared yesterday, today's first class was a bit of a failure, which was manifested in the boring atmosphere of the students, who even felt unintelligible.
The reason is that, without guiding them to be fully familiar with the text, I explored two difficult problems, that is, what is the difference between Xunzi's so-called learning content and modern learning content, and who is the subject and object of persuasion. If students fully understand the text, it is not difficult for them to find the answer, but there is no doubt that when they don't understand the literal meaning of the text or even some sentences, it fails to explore these problems.
What comes to mind from this is that students must have a basic preliminary understanding if they want to have a deep understanding or even in-depth exploration of the text. The learning process is gradual, and they can't fall from the sky, let alone ignore the most basic teaching links. In addition, from the lesson itself, the two questions thrown at the beginning are not very relevant to this lesson, so there is no need to design such a link.
Guiding students to analyze the similarities or laws of common life phenomena mentioned in the article, and the relationship between these similarities or laws and the content to be discussed, has played a good teaching effect and is enlightening, and students are easily attracted and mobilized. In addition, this link is actually an important link to help students understand the text, and even to deeply understand the text. Students can not only find their relationship with learning by analyzing the similarities and laws of these common phenomena in life, but also find the characteristics of writing, that is, expressing profound and mysterious truth through simple examples, which shows the author's keen observation ability, superb abstract ability and artistic expression ability.
The students still can't sum up the meaning of learning. Their answer is that function is benefit, that is to say, with their current thinking ability, they can't distinguish meaning from function. Including the following characters, there are few correct answers.
In addition, today I suddenly thought of the idea that I should correct yesterday. Learning can't be stopped, so the significance and function of learning can prove this, because since learning has important significance and function, learning can't be stopped. Of course, logical loopholes are inevitable. For those who haven't realized the significance and function of learning, they can't stop until they start learning.
Reflections on the teaching of an absent note 3 "An absent note" is an ancient poem in the fifth grade textbook of Jiangsu Education Press. The language of this poem is easy to understand. For fifth-grade students, it is relatively simple to understand the general idea of ancient poetry. Read stories and recite ancient poems correctly and fluently; Understanding the general idea of ancient poetry is the basic goal of learning this poem. With the help of language, it is difficult to imagine the scene described in the poem, understand the thoughts and feelings expressed by the poet, and feel the beauty of language and connotation of the poem. So when I was preparing lessons, in order not to do useless work, I compressed the link of poetic understanding and simplified it as much as possible. So what do you do for the rest of the time? For deeper teaching-enjoy this exquisite poem with students.
Before teaching this poem, I let the students preview it. In class, I lead students to understand the general idea of ancient poetry by understanding the meaning of key words. Next, I guide the students to find that this poem is written in the form of question and answer. By imagining the dialogue between the author and the boy when he is looking for a hermit, I can understand the author's ups and downs, read it in my own tone, and feel the author's feelings during reading. In order to make students better understand the scene at that time, I also designed a link of reading the text with pictures and texts. From the narrative point of view, it also gives students a lot of enlightenment: just 20 crosses explain the time, place, people, dialogue with people, environmental description and psychological changes.
The teaching goal of this class has basically been achieved. But in some aspects, there are still some problems, such as: in the understanding of the word "cloud depth", illustrations are not used in place. In addition, the final understanding of "hermit" should be given to students, not teachers. There are not enough links to expand.
In the future, I will dig deeper into the teaching content, expand similar poems with the same theme and enrich the teaching content.
The meaning of this poem is not difficult to understand. Yesterday, I assigned a preview homework: I looked up 70 Ancient Poems that Pupils Must Recite to understand the meaning of this poem. After a class test, the students spoke the meanings of words such as "Yan", "Shen" and "I don't know where" very accurately, and the meaning of each poem was also clearly stated.
On this basis, I focus on "appreciation" and lead students to study deeply:
1. Read Jia Dao's "After Poetry" before class, from "two sentences for three years, one song and two tears." Understand Jia Dao's rigorous creative attitude. In class, let the students tell the stories in the poem and gradually improve the story content (complete supplementary exercise 3), so as to clarify the unique form of "asking and answering questions and answering questions".
2. Guide students to think, who is the poet mainly writing about? By comparing "poet, boy and hermit", students make it clear that the object of singing is hermit. The original writing object was hidden in the seemingly dull question and answer, which reflected the subtlety of the thought.
3. Further thinking: What are the characteristics of hermits? Read between the lines. The students grasped, "How can I tell through these clouds?" And "my teacher", he replied, "went to find herbs" and summed up the characteristics of "knowledgeable and mysterious" Then, the teacher tells the social phenomenon of "hermit" (connecting the familiar stories of Jiang Ziya, Zhuge Liang and Tao Yuanming) to understand the personality characteristics of hermits. In ancient poetry, the poet also vaguely praised the noble character of the hermit through one sentence. Which word is it? (Song) "Three Friends of Pine, Bamboo, Plum and Cold" has been praised by scholars since ancient times. In his poems, Jia Dao used "Song" to describe the living environment of hermits, which concealed the praise of their noble character. 4. Start with the topic and think: Why should poets be "hermits"? So as to understand the poet's reverence and admiration for hermits. The note for an absent ecluse is a little regrettable, but it is more a compliment to the hermit. Through this "unfortunate" trip, the poet's admiration for the hermit deepened. Practice reading and reciting. 5. Read a note by Ye Wei, a poet in the Song Dynasty, in supplementary exercises. This poem and the poems in the book complement each other, which can help students imagine what Jia Dao saw along the way and serve the writing of this story after class.
Notes for an absent reflection: The author completed five poems in the form of answering questions. Although there are not many pen and ink, they are full of twists and turns, each with its own charm.
In my teaching, I focus on making students realize the following two points:
First, experience the novelty in poetry.
On the surface, this poem is simple and easy to understand, seemingly ordinary, and savored carefully, but it is full of twists and turns, and it tells three situations of finding a hermit, or "yes" or "no" and "my teacher". He replied, "I went to collect herbs"-"I can't; "But towards which corner of the mountain"-you can meet; "Through these clouds, how do I know?" -It's hard to meet. A short three-line poem, with three meanings and three turning points, is rich in change, novel and intriguing.
Judging from the writing style, "when I questioned your students, I was under a pine tree" is a question, asking what the poem didn't say. However, we can imagine from the boys' answers that Matsushita asked "Where is the teacher?" And then the sentence "Where is the medicine?" It was omitted, and the question was implied by the boy's answer "but which corner of the mountain" The last sentence "How can I tell, through all these clouds?" It is a supplementary answer for boys. Answer the other party whether the medicinal materials are collected in front of the mountain, behind the mountain, at the top of the mountain or at the foot of the mountain. These three questions and answers usually need at least six sentences to be fully expressed. The poet Jia Dao used the method of answering rather than asking, and only used the cross to express perfection. It is not difficult to imagine that this is the author's skill in scrutinizing sentences. Therefore, in teaching, we can't leave the writing characteristics of this poem, and we can't swallow it. Only by careful understanding can we appreciate the beauty of this poem.
Second, experience the beauty of simplicity in poetry.
In this poem, the author did not write the disappointment of the seeker, but described the secluded mountain forest from the side with extremely simple and natural words through the boy's answer. The image of this mountain forest and the image of a hermit are intrinsically related in the author's works. When teaching, teachers should guide students to understand the artistic conception expressed in the poem while understanding the meaning of the sentence, and imagine the scene described by the poet in repeated reading. "Panasonic" shows the height of pine trees and the magnificent and quiet living environment of hermits; "Herb Picking" tells the story of lush and exotic vegetation on the mountain; "Cloud depth" not only describes the thickness of clouds, but also describes the profundity of mountains. These words are unpretentious, but they are organically linked in the poem "Notes for an absent ecluse", all of which show extraordinary brilliance and become vivid pens of magnificent mountains and forests.
In reading, let the students outline the environment of Song, the boy and me on the blackboard in the form of colored powder and strokes according to the poem, and compare it with the whole poem, so as to achieve the perfect unity of poetry and painting. Starting from the language of poetry itself, it is a principle that ancient poetry teaching should follow to reveal the picture or artistic image of poetry through reasonable imagination.
The above two points are only part of the teaching of a note in the ancient poem Li Sao. How to combine crosstalk teaching with reading guidance organically requires teachers to make more efforts.
Disadvantages: Chinese teaching advocates reading in class, which has too few reading links and diversified forms. In addition, for the students in Grade Three, this course is a bit too deep, so we must think more about it in the future, and the teaching design should grasp the learning objectives and conform to the age characteristics of students.
Notes for an Absent Essay Reflections on Teaching 6 Teaching Notes for an Absent Essay is still the same as before, previewing first, and then focusing on students' self-study and exchange of self-study results.
First, preview
Still ask the children to learn by themselves as much as possible and complete it step by step according to the requirements put forward. The preview of ancient poetry mainly focuses on understanding words and poems, and you can refer to various materials. If you can't finish it, you can make a mark. After previewing, you can think about it when you come back. The requirement of "try to solve it by yourself" is mainly to hope that children can form a good habit of active thinking and learning.
Second, cooperative learning.
There should be sparks for children to think, communicate, cooperate and explore in class. First of all, we exchange preview information: the meaning of words, the meaning of poems, the order of new words and the combination of new words. If you don't understand, I will guide and explain. Finally, give children some time to digest the meaning of words and the meaning of connected poems.
In the process of communication, I introduced Jia Dao's life, learned about Jia Dao's rigorous creative attitude, and gave lectures purposefully in combination with related topics in large and small exercises. The unique form of "one question and one answer, one answer for hidden questions" makes students feel refreshed and accept quickly. Who the hermit is also makes the students curious. Through my introduction and reading between the lines, "How can I tell through such a cloudy day?" "My teacher," he replied, "went to collect herbs", and the students realized that hermits were "abstruse, mysterious and unstable". Song has been praised by scholars since ancient times, which embodies the noble character of hermits and benefits students a lot.
Generally speaking, students' classroom learning is relatively smooth. However, a few children's understanding of ancient poetry words is not flexible enough, and they will not understand it forward.
"A note for an absent person" mainly describes one thing that Jia Dao went to the mountains to find a hermit but didn't find. It is a difficult point in teaching to make students feel the image of a hermit. Moreover, the most important thing in the teaching of ancient poetry is to read more and understand more, so in the teaching process, I encourage students to read more and experience more, and name the scenery and characters that appear in the poem. What kind of pictures these scenes and characters make up in their minds, forming a scene. And through group reading, boys and girls reading, personal reading, synchronous reading and other forms of reading, deepen the impression, understanding and experience.
The most important thing to understand ancient poetry is to interpret words, which is a difficult point for students. Therefore, I ask students to preview in advance, then take a camera to understand in class, and then walk into the scene of ancient poetry with these understood words, and then understand poetry much easier.
This ancient poem is a question-and-answer poem, omitting the poet's questions. In teaching, the most important thing is to guide students to guess what the omitted questions are through experience and imagination, and to experience the twists and turns of the poet's mood in the dialogue between the poet and the boy. Students can tell this process relatively, and it seems that they can master it well, and then they can understand it by reading aloud with emotion. Then let the students learn to speak and recite.
However, during the whole class, I feel that there are too many ideas and too many miscellaneous ideas when preparing lessons, which have not been sorted out, resulting in a cumbersome and chaotic result in the class, which is not easy for students to master. In particular, the details are not well grasped and the interlanguage is not satisfactory. Finally, it needs further polishing and improvement.
The Last Words of Li Sao 8 The Last Words of Li Sao is an ancient poem written by Jia Dao in China Gardens for four days. This is a question and answer poem. With the method of combining questions and answers, the poet vividly depicts the anxiety of seeking and expresses his infinite admiration for the hermit. In the teaching class, guide students to read ancient poems in pinyin, read the rhythm and practice reciting on the basis of familiarity.
I made the following thoughts on this teaching practice:
Two questions before class:
First, what kind of teaching methods do I use to achieve my teaching goals?
Second, why do I think these methods can achieve these goals?
I use teaching methods, demonstration methods and role-playing methods to achieve my teaching goals. The students in Unit 4 learned an ancient poem: Thoughts on a Quiet Night. They are enthusiastic about learning, have a preliminary understanding of the division of rhythm, and have a certain foundation for the rhythm of this poem. On this basis, it can stimulate students' enthusiasm for learning ancient poetry and cultivate their love for ancient poetry. Through demonstration reading, students' sense of rhythm can be strengthened again, and then through role-playing methods, students can read ancient poems, be immersed in the situation, do as the Romans do, and feel the emotions in nature. In various forms of reading, feel the poetic realm and enter the poet. It is also various forms of reading that cultivate children's interest in ancient poetry.
Two problems about classroom teaching;
First, what problems have I found in teaching?
Second, what do these problems mean to our teaching?
In my teaching, I found that students have some problems: some children can't pronounce the retronasal sound ong clearly, which is easily confused with the retronasal sound eng, and the flat tongue sound is somewhat confused. For example, "being, knowing, being kind, being middle and knowing" is a tongue sound, and "being, being, being and being" is a flat tongue sound. Some students still can't achieve the purpose of reading the beautiful scenery in the mountains, and their feelings can't be fully expressed. This means that I need to cut the teaching content in the next teaching, which can reduce the repeated communication of literacy links and streamline literacy links. Pronunciation errors need to be corrected in time, which can be strengthened by homophones or distinguished by words with nasal sounds. There is no need to explain more about poetry. The first grade poetry teaching focuses on cultivating children's love for poetry. Children can choose their favorite way to read ancient poems, play a dozen, read together at the same table, and read in various forms to achieve the teaching purpose, and the difficulty is invisibly broken. This requires careful design of teaching.
Two questions about after-class reflection;
First, to what extent did my classroom teaching achieve my teaching goals?
Second, do my teaching objectives need some adjustment?
I think my classroom teaching goal is 90%. Almost all students can master pronunciation and rhythm, but some students can't read emotions and poems. After communicating with other teachers, they realized that poetry teaching in lower grades should not focus on pronunciation, rhythm and emotion, but on the interest in reading aloud. Therefore, the future teaching design should be designed according to the learning situation, and the emphasis of different teaching content teaching design should be emphasized, such as letting children choose their favorite way to read ancient poems, which can be read with music. In order to break through the key points.
Two problems about assignment;
First, does the homework take into account students with different learning abilities?
Second, how to solve the problems in the homework? Two questions about student consultation;
First of all, are you aware of the different problems that different students have in their studies?
Second, how to be more targeted in the process of tutoring students?
I put these two questions together to think. My homework is set as class homework. First, I recite an absent note. The second is to implement the teaching objectives in the form of learning plans, the content of which is to fill in the blanks with poetry. Homework design is for all students. In view of the fact that students with learning difficulties can't complete this goal by filling in the blanks in poetry, I use one-on-one counseling to help students with learning difficulties, fill them out, correct them for me, and then strengthen them by checking and reciting. In the next teaching, for relatively simple teaching content, we can complete the implementation of teaching objectives and the detection of teaching content by setting up homework in this class, so as not to burden students.