Reflections on the teaching of the Great Wall and the Canal 1 This is a modern poem. The author's praise for the Great Wall and the Canal and the ancestors of the Chinese nation is concentrated in his poems.
When teaching the first poem of this article, I didn't explain too much, but guided students to face the text and read it repeatedly, so as to fully perceive the language and written materials, let students feel it in reading, ignite the sparks of students' emotions, and let students understand the patriotic feelings expressed in the works, thus cultivating their sentiments.
At the beginning of teaching, read poetry first. After the students read the poem aloud, I asked, "What strange sight did I see in the blue sky when I flew the plane? Who will read the relevant poems? " When the students finished reading "Like a dragon walking across the earth, rolling and winding", I asked again, "What kind of picture did you see when you read these two lines?" "What do you mean by winding in the text?" After chatting with several classmates, I said, "Can you make us feel the greatness of dragons by reading?" "It is better to cooperate with the action." When the students are eager to try, I ask them to read at the same table, read in groups, and then read together. The reading in the classroom is loud and strong. "How do you feel about the Great Wall after reading these words?" (Magnificent) "Where does the Great Wall of Wan Li start and end?" Then let the students briefly introduce Shanhaiguan and Jiayuguan. "The Great Wall of Wan Li wrote immortal poems. Who created this miracle? " After the students answered "ancestors of our Chinese nation", I said: "Our hardworking and capable ancestors worked hard to create this world miracle. What do you think? " After the students spoke freely, I said, "Then please read the last two lines with deep admiration!" After that, I asked the students to read the whole poem together and asked them to show the majesty of the Great Wall and express their national pride according to the poem. Finally, read aloud in groups and recite them.
I think we can guide students to read aloud and feel consciously according to the characteristics of poetry teaching, so that students can accept knowledge and deepen their understanding in reading. Especially when reading aloud, paying attention to imaginary pictures and coordinated movements is helpful to stimulate students' emotional sparks, immerse them in the text and promote their understanding of the emotions contained in the poem.
Reflections on the teaching of the Great Wall and the Canal 2. As the opening text of this book, The Great Wall and the Canal eulogized the grandeur of the Great Wall and the Canal in the form of poetry, and praised the diligence and wisdom of the Chinese nation. Looking at the textbooks of Jiangsu Education Edition, from the third grade, the first text of every book is modern poetry. I think the text of modern poetry should be read to understand the feelings contained in poetry, and then master the form of poetry through imitation, and then expand the writing. So when teaching the Great Wall and the Canal, I mainly took this form:
First, various forms of reading, experience feelings
After the students read the text freely, invite several representatives to read the text. The students chose Chen Haoran and Wu, who are the most distinctive students in the class. After the two students read the text with emotion, they can basically understand the difference between the Great Wall and the Canal. Next, I ask students to compare the similarities and differences between the two parts. The children found that the head and tail of each stick were the same. I told them that this is the characteristic of modern poetry, and there are often chanting and sighing between the lines. For different parts of this poem, we read it through the contrast between teachers and students. There are many students. I read the Great Wall and the Canal. In reading, middle school students understand that there are differences and similarities. After several readings, the children not only successfully finished reading the text, but also sorted out the context of the article, and initially felt the majesty of the Great Wall and the softness of the canal, as well as the neat rhythm and rhythm of poetry. Yes, I do. The information I collected about the Great Wall and the Canal through students' prefaces inspired their admiration for the builders of the Great Wall and the Canal, and aroused their pride as China people. In this way, the students' emotions came up, and they read aloud with passion, and the feelings in the poem naturally understood.
Second, find the characteristics of writing, transfer writing
The Great Wall and the Canal is a small poem, which is divided into two sections. In 1 2 of each plate, there are two sentences: "I am flying in the blue sky of the motherland, and a strange sight appears in front of me" and seven or eight sentences: "Who created this miracle on earth? Is the ancestor of our Chinese nation ",are all the same. Guide students to find this repetitive feature of poetry in class. In addition, each section has the same characteristics in writing: using figurative rhetoric. For example, write the Great Wall "like a dragon crossing the earth, rolling and winding", and write the canal "like a ribbon falling on the earth, shining with silver light, reaching out to the horizon". Compare these two metaphors used in poetry, with the same words and similar forms. Grasping these writing characteristics of poetry, combining the information collected before class and
After class, I asked the students to imitate this form and write a poem by themselves. In class, students really wrote many good sentences, so that sentence analysis shifted to imitation writing. Students naturally recited the poem and their writing ability was improved.
Modern poetry seems easy to understand. If students are only asked to recite in a hurry, the feelings contained in the poem are difficult for students to understand. Repeated reading and imitation will help students have a deeper understanding of the form and feelings of this poem.
Reflections on the teaching of the Great Wall and the Canal 3 Today, I finished the first text, The Great Wall and the Canal, and gained a lot.
Before class, my students and I searched separately and collected a lot of pictures of the Great Wall and the Canal. Long-term observation experience tells us that different angles and different concerns will produce different observation experiences. For example, observing the undulating Great Wall from a distance, students find that the Great Wall is like a zipper. Considering the great significance of the Great Wall in the history of China, it is more appropriate to compare the Great Wall to a zipper.
I attach great importance to the connection between old and new knowledge in teaching, and designing teaching links is naturally effective. For example:
(1) In the article, "I am flying in the blue sky of the motherland", explain the observation angle from above and lead to the following panoramic description. Remind students to recite the ancient poems of "I don't know the true face of Lushan Mountain, I am in this mountain" and use the ancient poems of old knowledge to understand the beauty of new knowledge description.
(2) Both the first lesson and the second lesson of this book involve the Great Wall. In the text of "China people's national anthem * * *", "Building our new Great Wall" is mentioned. By comparing the Great Wall of Wan Li in the Great Wall and the Canal, it is found that the former refers to a spirit of unity and courage, while the latter is an ancient architectural miracle in China.
(3) When you look at the pictures of canals downloaded from the Internet, there are neat fleets on one of the rivers. I instruct students to innovate "ships come and go" according to the words "people come and go". I learned the idiom "file in" in the textbook of the fifth volume of Chinese, and rewritten it as "file in", which can also help express the picture.
(4) This lesson is a modern poem, divided into two paragraphs, so that students can compare the similarities and differences between the two paragraphs on the basis of learning the first paragraph. The students quickly concluded that "the beginning and the end of the paragraph are the same", that is, "I was flying in the blue sky of the motherland and a strange sight appeared in front of me" and "Who created this miracle? It is the ancestor of our Chinese nation. "
It would be better if students were given better guidance in reading skills so that they could read their feelings.