#一级# Introduction "Village Residence" is a seven-character quatrain composed by Gao Ding, a poet of the Qing Dynasty, who retired to Shangrao in his later years and lived idle in the countryside. The first and second sentences of this poem describe time and natural scenery, specifically and vividly describing the nature in spring, and the unique bright and charming scenery of the countryside in spring; the third and fourth sentences describe the activities of the characters, describing the A vivid scene of a group of lively children flying kites in the beautiful spring weather. The writing of this poem is clear and the words are concise. The following is the original text and teaching reflection materials of the first-grade primary school Chinese language "Village Living" compiled. I hope it will help you.
1. The original text of the Chinese language "Village Living" for the first grade of primary school "Village Living"
The grass is long and the orioles are flying in February, and the willows are brushing the embankments and are drunk by the spring smoke.
Children came back early from school and were busy flying kites in the east wind.
Notes:
Rural residence: Living in the countryside.
Willows on the embankment: Willow branches are very long, hanging down and swinging slightly, as if caressing the embankment. Zui: intoxicated, intoxicated. Spring smoke: mist evaporated from water, vegetation, etc. in spring.
School break: school is over.
Paper Kite: Kite. Kite, eagle.
Translation:
In the second month of the lunar calendar, the grass in and around the village has gradually sprouted and grown, and orioles are flying here and there. The willows are covered with long green branches, swaying in the wind, as if gently stroking the embankment. The water vapor that evaporates between the water and vegetation condenses like smoke. The willows seem to be intoxicated by this rich scenery.
The children in the village hurried home after school and took advantage of the east wind to fly kites into the blue sky.
2. Reflection on the teaching of the Chinese language "Village Living" in the first grade of primary school. This ancient poem expresses the emotion of loving nature and loving a better life.
In this class, I lead the children to read aloud in three stages: first reading, the first reading of ancient poems, so that the pronunciation is accurate, no words are lost, and words are added to read the poems correctly and fluently. Doing so will help review Chinese Pinyin, and will also help students overcome dependence and improve their reading skills. After self-reading, instruct individual students to read aloud, let students comment on each other, and let them correct and guide mispronounced words. After the second reading, you can appreciate the beauty of artistic conception and language of the poem. In this link, I guide students to read aloud with questions, expand their imagination based on the illustrations of the text, mobilize students' multiple senses, read out their emotions, and feel the beauty of language, rhythm, and music of the poem, and then slowly enter the artistic conception. . In the third reading, various reading modes are changed, such as individual reading, male and female reading, group reading, collective reading, soft reading, etc., so that students can appreciate the fun of reading and realize the artistic conception of the poem in the change, until the poem is read aloud and recited. In this way, most students can read it well and recite it in class without any problem. In this way, reading aloud is carried out throughout the ancient poetry teaching process, step by step, and solid reading training is carried out to guide students to learn independently. Using the teaching strategy of combining pictures and text, and literacy along with the text, students can approach ancient poetry in a relaxed and pleasant atmosphere. Experience the beauty of spring and feel the interest of village life.
3. Reflection on the teaching of the Chinese language "Village Living" in the first grade of primary school "Village Living" describes the scene that the poet saw in the countryside. In early spring in February, the willows are blowing on the embankment, and children are flying kites with great interest. There are scenes, people and things, full of the interest of life, and outline a vibrant "happy spring picture". The poet's joy and praise for the coming of spring are revealed between the lines of the whole poem.
Ancient poetry is a picture with sound. When learning ancient poems, I first guide students to use their imagination based on their familiarity, and talk about what you seem to see? Seem to hear something? Students will communicate boldly: they see warblers flying around in the sky; grass grows; willow trees also sprout, long branches hang down and sway gently with the spring breeze, caressing the embankment surface; children are after school It's time to fly a kite; wisps of smoke are coming out of the chimney. I heard the chirping of warblers; the laughter of children; the ringing of the bell for the end of get out of class. In this way, the students and the poet walked into the vibrant early spring of February together and enjoyed the intoxicating scenery together, so that the students gradually entered the artistic conception of ancient poetry and reached the point where people can enter the painting and blend into the painting.
Emotion is the soul of ancient poetry. Students mainly like to read ancient poems through emotional experience. When learning "Children come back early from school and are busy flying kites in the east wind", I pay special attention to creating situations, taking emotional experience as the main line, first comprehending while reading, savoring while reading, and then reading. Experience the fun of flying paper kites in the process. Then guide students to communicate emotions and experience the joy and praise of spring expressed by the poet.
4. Reflection on the teaching of the Chinese language "Village Living" in the first grade of primary school. Reflection on yesterday and today's Chinese class. I walked into the 4th lesson of the first unit together with the children of Class 1 (1). "Two Ancient Poems", one is "Spring Dawn" by Tang Dynasty poet Meng Haoran, and the other is "Village Residence" by Qing Dynasty poet Gao Ding.
The poem "Spring Dawn" seems to be very familiar to the children, and it seems catchy when read aloud and recited. When faced with the poem "Village Residence", the poet is Gao Ding of the Qing Dynasty, the children all stared at me and asked me: "Teacher, Qing Dynasty" "What era is it?" This question came from the first grade, and it was very funny and wonderful. Suddenly I thought of some elements in the movies and TV shows that children might like to watch, which would remind them of the Qing Dynasty. I asked the students : "The stories of Princess Princess and The Legend of Zhen Huan are what happened in the court of the Qing Dynasty. Do you like Little Swallow?" In this way, students thought of the concept of the Qing Dynasty from the plot of the TV series.
When faced with students’ confusion in the Chinese class, teachers must first take the trouble and then take it seriously, shorten the dialogue distance between students and the text, and let life enter the Chinese class, which will make the Chinese class more interesting. impressive.
In the poem "Spring Dawn", the students read it with lovely movements, such as hearing the chirping of birds everywhere and putting their little hands on their ears, the scene still emerged; but when it comes to why the poet is so fond of the yard. When the flowers and grass felt so distressed, the children felt puzzled again. I took the opportunity to think about the children's favorite toys or books. When they are broken by themselves or others, it is not considered distressed. The students suddenly understood the poet's love. At the same time, I added: Most of the ancient poets were 奍 A talented and interesting person.
The most unforgettable scene in the poem "Village Living" is when the children read the poem about children flying kites in the spring breeze, with their extremely envious eyes and happy expressions. I took the opportunity to let the children They started to think about each other and had an interesting oral communication, asking the students to talk about flying kites with their parents in the spring. Everyone said it wonderfully. Zhang Shuchang said: "Teacher, the kite I flew belongs to the swallow." , it flew so high that it was invisible in the end." The students talked a lot about this topic.
In Chinese classes, there are very few materials for one-sided texts. We must prepare lessons fully and seize powerful opportunities to truly and effectively extend the content of the Chinese language, which not only trains students Their multi-faceted Chinese skills have also improved their confidence and ability to express themselves. On this platform, the Chinese teacher has the final say!
5. Reflection on the teaching of the Chinese language "Village Living" in the first grade of primary school "Village Living" is a poem written by Gao Ding. This poem vividly depicts a colorful picture with extremely concise and vivid language. Bright, dynamic and static pictures, the beauty of color, picture, artistic conception and artistic strokes in the poem are integrated into one, and have special aesthetic functions. When teaching ancient poetry, I start from each word, from word to word, from word to sentence, from sentence to article, from the meaning of the word to the spirit conveyed by the word, from the outside to the inside, from the outside to the inside. Inside, we can deeply and thoroughly understand the scenery depicted in the poem and figure out the poet's inner emotions. The following is a teaching dialogue:
Teacher: What words can be formed with the word "village"?
The children answered: "Country, countryside, village, village" etc. As for "residence", there are words such as "residence, neighbor". Let students connect them, and the meaning of the question will be clear at a glance. Who knows? "Living in the countryside", "Living in the countryside", etc. What do you think the author would write about? (The author lives in the countryside. What scenes in the countryside will he write about? Which people? What things?)
Teacher: What words can be formed from the word "grass" in "The grass grows and the orioles fly in the February sky" ? (Green grass, small grass, meadow, grassland)
But "grass" is "long", so the correct understanding should be "green grass, small grass", okay? (Is this accurate?)
Teacher: "Students can think about it in relation to "February", this is early spring, what does the grass look like in early spring in February? (Student answer Said: "The grass grows quietly", "Secretly emerges from the ground," the spring rain nourishes it)
Teacher: "The grass grows upwards breathing the breath of spring. ", it is "tender grass", it is "yellow-green grass", it is "grass that grows happily", it is "grass that is intoxicated with the vitality of spring"...)
Teacher: What words can "Ying" be expanded into? (But "Yi Ying, Ying Song Yan Wu", etc.) Do you know Huang Ying? (Show a picture of Huang Ying) Introduction: Huang Ying is a singer among birds, with a clear singing voice. The song is melodious, the oriole is flying in the air, flying happily, flying freely, it is dancing in the air, drawing a beautiful arc...
Teacher: "The willows are drunk on the dike. "Spring smoke", willow, what kind of willow, willow with thousands of green silk ribbons hanging down, willow with long arms hanging down, willow with long hair flowing down like a waterfall, willow is full of emotion, dancing and singing softly in the warm wind. Willow is A beautiful woman, quiet and elegant, her movements are stretched and gentle. "Dike" means "embankment, river embankment". Under the brush of willow branches and the caress of branches, the embankment is soft and intoxicating. Di...
Once again, it is the stage where students read the text and perceive the content of the poem.
1. Students read freely
2. Individually. Students read aloud, read in separate lines, read in competitions, and read in performances.
3. Display reading, teachers provide timely comments and intersperse their own demonstration readings.
4. Combine pictures and texts, and watch slides. Read the poem in the slides and read the poem in the slides
5. Students read aloud freely again.
In this process, teachers and students, as well as students and students, evaluate each other and learn from each other's strengths to achieve the best reading effect, while enhancing the sense of language and deepening the perception of the text. When students read aloud and talk about their ideas individually, encourage students to think and comprehend independently, and respect students' individual expression. Enable students to feel the beauty of language, phonology and artistic conception of poetry through repeated reading.