Reflections on the teaching of two ancient poems, notes left for an absent ecluse and Seeing: 1. Ye Shaoweng, a poet in the Southern Song Dynasty, wrote that tourists feel lonely and depressed because of autumn leaves when traveling abroad. Seeing the lights under the fence in the distance, they thought that children were catching crickets, and they couldn't help recalling their hometown and childhood, so that kind of intentional feeling was replaced by a kind feeling. In the teaching of this poem, I think the focus of teaching is to let students read this poem and understand the thoughts and feelings expressed by the poet. At the same time, I hope that in the study of ancient poetry, students can know the methods and steps of study and discussion. In class, I first show the steps of learning ancient poetry, and then guide students to learn this ancient poetry step by step. Because the students' learning purpose is clear, the children's enthusiasm for learning poetry topics, understanding poetry and feeling poetry is very high, and the teaching goes smoothly. After a class, I think this approach is effective, but I still feel that there are some shortcomings in understanding and feeling poetry.
Through this lesson, I have several ideas: First, it is necessary to guide children in learning methods in Chinese teaching. Chinese teaching should not only teach children Chinese knowledge, but also let them master how to acquire Chinese knowledge. Second, before teaching, teachers must fully study the teaching materials, correctly grasp the contents of the teaching materials, accurately design questions in teaching, and skillfully guide students to learn.
The above are all the contents of the teaching reflection cases of two ancient poems I shared on the Chinese website, hoping to help teachers develop their strengths and avoid weaknesses, strive for perfection, and raise their teaching level to a new realm and height.
Reflections on the teaching of two ancient poems "What I See" Part II: When I re-examine the teaching of the ancient poem "What I See", I have many ideas in my heart.
This is an ancient poem full of childlike interest. For the first-year students, ancient poetry is still a preliminary contact. Reciting is the key to learning ancient poems. Attention should be paid to guiding students to read aloud repeatedly in order to appreciate the charm and beautiful artistic conception of poetry. The poem What You See contains a lot of teaching contents. If you know six new words such as "Suo" and "Mu", you can write six words such as "Poetry and Forest". You can read ancient poems correctly, fluently and emotionally, understand the shepherd boy's interest in catching cicadas, and feel the shepherd boy's intelligence, liveliness and innocence in the poem. So, how to integrate so much learning content into one class and effectively improve classroom efficiency?
I divide this lesson into four parts: teaching new words, reading aloud, poetic sentiment and expanding learning. But these four pieces are not independent, but integrated with each other, except that they sometimes highlight the recognition of new words, sometimes highlight the feeling of reading aloud, sometimes highlight the understanding of poetry, and sometimes focus on expanding learning.
Of course, the focus of ancient poetry teaching lies in reading aloud. In the whole class, "reading" should account for a large proportion, and it should also reflect the hierarchy of reading and gain something from reading. First, let the students read it for the first time and ask them to read it aloud. Read correctly after correcting pronunciation. The second step is to listen to the teacher read aloud with music, so that students can have a preliminary understanding of poetry. The third step is to read aloud freely, guide to draw rhythm and rhyme, and read out the sense of language. The fourth step is to read, imagine the picture on the basis of understanding poetry, read out the fun of summer, and read out the innocence and cuteness of the shepherd boy. Reading methods can also be diversified, such as reading together, reading by name, reading with music, etc. In this way, students can comment on each other appropriately and it will be more interesting for students to read.
Grasping the literary eye and feeling poetry is my greatest inspiration. This poem wants to understand the shepherd boy's interest in catching cicadas. I think it can be interpreted by the word "singing makes Lin Yue". Why do shepherds sing loudly? Because the shepherd boy is happy, lively and lovely. Then why is there "sudden silence"? Because the shepherd boy is going to catch cicadas for fear of scaring them. A lovely picture of a shepherd boy catching cicadas is presented to the students.
The expansion of ancient poetry is also very important. In the introduction before class, students can recite their favorite ancient poems and create the artistic conception of learning ancient poems. After learning what you have seen, show an ancient poem describing children's childlike interest to students after class to deepen their understanding of childlike interest; After class, let the students go home to collect ancient poems describing childlike interest and learn to accumulate ancient poems. In this way, it is not to learn ancient poems for teaching, but to draw inferences from others, which fully embodies the concept of big language.
Reflections on the teaching of two ancient poems. In my teaching, I think there are two points that need to be emphasized:
First, experience the novelty in poetry.
On the surface, this poem is easy to understand, seemingly ordinary, and savored carefully, but it is full of twists and turns, and it tells three situations of looking for a "hermit", or "will" or "won't". "My teacher," he replied, "to herbal medicine" "-not satisfied; "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. Conditional teachers can outline the environment of Song, the boy and me on the blackboard in the form of pastels and strokes according to the content of the poem, and compare it with the whole poem 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.