Here, a figurative rhetorical device is used to compare the hat worn by children to mushrooms, which is vivid and appropriate. This sentence comes from childhood ink painting: "Who shouted to shake off the rain beads and saw the hat in the pine forest like a mushroom?" This children's poem captures a group of scenes of children's life through three subheadings: "by the stream", "by the river" and "in the forest", showing the playful scenes of children's life, which is intertwined with movement and static, and constitutes a yearning innocent childhood picture.
The author compares the children in hats to mushrooms, in order to write the happy scenes of children picking mushrooms after the rain. This description is usually used to describe the details in the natural landscape, so that readers or listeners can feel the picture and atmosphere expressed by the author more intuitively with vivid language. This sentence gives people a feeling of dense trees and quiet environment through the description of the hat-shaped crown in the pine forest.
Childhood ink painting teaching plan;
1, teaching purpose
Guide students to appreciate children's poems in a certain way, stimulate students' interest in reading children's poems, and make simple imitation and creation.
2. Teaching focus
Appreciate the beauty of words and pictures in poetry and feel the happiness of childhood.
3. Teaching time
One class.
4. Teaching preparation
Courseware, students are going to collect honey books (excerpt). Before class, distribute paper printed with "childhood ink painting" for students to preview and extract to some extent.
5. Exchange notes and perceive the effect.
(1) Add an action word after the title of each section to summarize the main content.
(2) What kind of picture does the poem depict?
6. Feel the beautiful poems and enjoy the pictures.
(1) Start with the words extracted by students, guide to taste the beauty of a poem's language and picture, and read aloud.
(2) Refine the method of appreciation.
(3) Students appreciate other poems in their own way.
(4) communication, teacher guidance and reading guidance.