Reflections on the teaching of four ancient poems 1 Basic design: Starting with the word "poem", let students understand that "poem expresses ambition"; Cut into the sea and let the students read the text by themselves to understand what Cao Cao's "ambition" is in this poem. Then read the poem aloud, and gradually enter the analysis from reading the correct pronunciation to grasp the mood; Let students know the writing background and Cao Cao's feelings reflected in the poem, including the broad mind of unifying the world, dealing with the universe, and the sense of smallness in the face of endless time and space without beginning and end. Of course, students should realize that although Cao Cao felt the shortness of this life and the insignificance of human beings, he faced up to reality, dared to challenge the compulsion beyond human beings, and felt Cao Cao's high-spirited and enterprising optimism. On this basis, there is a class to guide students to read a berth at the foot of Beibao Mountain. I heard that Wang Changling moved to Longbiao Kiln. The first part uses the question "How do you feel the author's thoughts" to stimulate students' reading interest, and the second part uses the question "How does the author grasp the characteristics of early spring to write Qiantang Lake" to guide students to read and think deeply in the text. In the third class, I read Qiu Si in Tianjingsha, so that students can read it and think about what this poem expresses and where it can be seen from the text. Generally speaking, it is necessary to guide students to understand "expressing ambition through poetry", learn to find reasons from the text to support their views, train students' sense of language, and enrich their culture on this basis.
Classes are basically conducted according to the design ideas. Students' thinking in the classroom is more active, and there are many bright spots to learn from. For example, when grasping the emotion of looking at the sea, students mentioned "the journey of the sun and the moon, if you are out of it" when answering "why do you want to read like this"; The sentence "The star is brilliant, if it comes out from the inside" makes people feel the vastness of the universe and the smallness of people, and this is also where I think I need to remind myself. For another example, when talking about the poem Qiu Si, students can also grasp the words "withered", "old", "faint", "west wind" and "thin" and point out that the main emotion of this article is homesickness. Some students also pointed out that it is really unique that "Little Bridge Flowing Water Family" is poetic and picturesque, but it can be combined with other scenery here to arouse the author's homesickness with the feeling of home. Poetry is indispensable for reading aloud, and students can only read aloud with emotion after fully understanding the author's emotions.
I feel quite satisfied with these lessons: first, at first, I read these four poems in the context of how to read ancient poems, not for teaching; Second, it can be combined with Cao Cao's background to deepen students' understanding of Cao Cao's lofty sentiments about the sea, rather than simply introducing and emphasizing them to students; Thirdly, combining the comments of Liu Xie, Zhong Rong and Wang Fuzhi, it leads to the characteristics of "desolate and generous, Jian 'an style"; The fourth is to study "Tianjingsha? Qiu Si ",and quoted Qian Zhongshu's" Where to go, where to mourn, at dusk, the so-called most difficult pastime "to guide students to understand the reasons for choosing this time in the text, which is helpful for a deeper understanding of the text; Fifth, students have a strong learning atmosphere and active classroom thinking.
Reflections on the teaching of four ancient poems 2 I have been trying to make a breakthrough in Chinese teaching in recent years. In view of the increase of students' reading volume and the emphasis on reading ability in the textbooks compiled by the Ministry, I really want to make a breakthrough in reading teaching. Later, I watched the "More Beautiful Chinese Class" by Wang Jun, and I was full of expectations for the teaching of group literature. Although I tried to teach Du Fu's poems, it was only a small fight. I want to make group reading a normal thing, so I decided to take Chinese textbooks as the carrier, take unit teaching as the blueprint, get through class and extracurricular, connect single books and whole books, and start a new exploration of Chinese teaching.
The key to group writing teaching is focusing. Obviously, I have just started in this field. The first unit requires "paying attention to the ponder and taste of language, and experiencing the expressive effect of rhetorical devices such as metaphor and personification". Focusing on this learning goal, I position these modern articles as "experiencing the expressive effect of metaphor, personification and other rhetorical devices" and determine the theme as "This expression is wonderful". In class, I focus on guiding students to analyze the beauty of language expression in Mr. Zhu Ziqing's Spring, and then let them understand the expressive effect of metaphor personification by combining knowledge essays, and then guide them to further study and experience Winter in Jinan and Rain in Four Seasons, and finally design micro-writing training to let students use metaphor personification rhetoric to describe the scenery. I don't know if this positioning is too low and the focus is too shallow. I'm confused. I still need too much study and practice in the way of group teaching.
The four ancient poems selected in Four Ancient Poems are all lyric poems with scenery as the theme. The preview prompts require "reading the poems in this lesson, imagining the scenes in the poems and understanding the poet's feelings." Therefore, I focus on the point that "all scenery words are sentimental words" and focus on the classroom activities of "I speak for the scenery" in teaching. When designing this teaching activity, I gave the students three paragraphs in a fixed format. The key point is to let students describe the scenery in the poem in words and use metaphors and personification rhetoric. The process of description is a process of understanding, imagination, writing with knowledge, participation of all students and students' understanding of the poet's feelings. The design of this activity well grasps the learning requirements in the preview tips. However, in the presentation of the second class, the listening ability of the seventh grade children is still not enough. The students who share are very attentive, but the children who attend the class are absent-minded and feel like failures. How to make all students moved in the process of sharing, remember and speak out, is the place that needs attention in the future.
The teaching of the first unit may be because there are too many things to start school, the study of the text is not deep enough, and the basic training of students is not solid enough. I hope to improve and perfect it continuously in the future.
Anyway, I finally took a step on the road of unit teaching and group reading. As long as we take the first step, the 25,000-mile long March will eventually come to an end.
How to make the focus closer to the core literacy and knowledge of Chinese subjects, so that students can really expand their reading, improve their thinking quality and really develop their thinking in this class is the direction of my further efforts.
There is a long way to go in Xiu Yuan, and I will go up and down.
Since I have chosen a distant place, I will go through fire and water just to see more beautiful scenery in Chinese teaching.
Reflections on the teaching of four ancient poems 3165438+1October1to 13, published in four ancient poems.
Basic design: Starting with the word "poem", let students understand "poem expresses ambition"; Cut into the sea and let the students read the text by themselves to understand what Cao Cao's "ambition" is in this poem. Then read the poem aloud, and gradually enter the analysis from reading the correct pronunciation to grasp the mood; Let students know the writing background and Cao Cao's feelings reflected in the poem, including the broad mind of unifying the world, dealing with the universe, and the sense of smallness in the face of endless time and space without beginning and end. Of course, students should realize that although Cao Cao felt the shortness of this life and the insignificance of human beings, he faced up to reality, dared to challenge the compulsion beyond human beings, and felt Cao Cao's high-spirited and enterprising optimism. On this basis, guide students to read "A Stop at the foot of Beibao Mountain" and "A Spring Tour of Qiantang River" independently in one class. The first part uses the question "How do you feel the author's thoughts" to stimulate students' reading interest, and the second part uses the question "How does the author grasp the characteristics of early spring to write Qiantang Lake" to guide students to read and think deeply in the text. In the third class, I read "Clear Sand? Qiu Si, let the students read and think about what this poem expresses, then compare the two versions of Qiu Si and analyze their similarities and differences and their respective characteristics. Generally speaking, it is necessary to guide students to understand "expressing ambition through poetry", learn to find reasons from the text to support their views, train students' sense of language, and enrich their culture on this basis.
Reflection after class:
The three classes are basically carried out according to the design ideas. Students' thinking in the classroom is more active, and there are many bright spots to learn from. For example, when grasping the emotion of looking at the sea, students mentioned "the journey of the sun and the moon, if you are out of it" when answering "why do you want to read like this"; The sentence "The star is brilliant, if it comes out from the inside" makes people feel the vastness of the universe and the smallness of people, and this is also where I think I need to remind myself. In addition, when analyzing where "Morning" is reflected in "A Spring Tour in Qiantang", besides "Early Warbler", "New Swallow", "Several Places" and "Shallow Grass" which are easy to find, the students also found sufficient reasons for "level" and "clear sky and white day". The former is proved by "a rising tide lifts a boat" in Spring, while the latter is. For another example, when talking about the poem Qiu Si, students can also grasp the words "withered", "old", "faint", "west wind" and "thin" and point out that the main emotion of this article is homesickness. Some students also pointed out that it is really unique that "Little Bridge Flowing Water Family" is poetic and picturesque, but it can be combined with other scenery here to arouse the author's homesickness with the feeling of home. Poetry is indispensable for reading aloud, and students can only read aloud with emotion after fully understanding the author's emotions.
I feel quite satisfied with these lessons: first, at first, I read these four poems in the context of how to read ancient poems, not for teaching; Second, it can be combined with Cao Cao's background to deepen students' understanding of Cao Cao's lofty sentiments about the sea, rather than simply introducing and emphasizing them to students; Thirdly, combining the comments of Liu Xie, Zhong Rong and Wang Fuzhi, it leads to the characteristics of "desolate and generous, Jian 'an style"; The fourth is to study "Tianjingsha? Qiu Si ",and quoted Qian Zhongshu's" Where to go, where to mourn, at dusk, the so-called most difficult pastime "to guide students to understand the reasons for choosing this time in the text, which is helpful for a deeper understanding of the text; Fifth, students have a strong learning atmosphere and active classroom thinking.
Reflections on the Teaching of Four Ancient Poems 4 (1) Pay attention to the reading of classical Chinese to make students familiar with it.
In the teaching process, through reading more, intensive reading and beautiful reading, students can gradually understand poetry, even get familiar with its content, design different teaching scenes for students to read, further taste the beautiful words and expressions of poetry, feel the beautiful artistic conception in poetry, and finally achieve the purpose of poetry teaching and get familiar with it.
(2) Cultivating inquiry ability in cooperative learning.
Appreciate the good words and sentences in the poem, let the students find out what they think is good, discuss and explore in the cooperative group, exchange opinions and opinions, thus forming the ability of cooperative learning.
(3) Multimedia teaching methods stimulate interest.
Playing related music, spring pictures and courseware with multimedia can make students interested in learning, and the teaching content is intuitive, vivid and interesting, thus activating the classroom atmosphere and making students enjoy learning.
When dealing with the textbook of this lesson, I always adhere to the belief that "there are a thousand Hamlets for a thousand readers". In the new curriculum standard, reading should be a process of thinking collision and spiritual exchange, and should be a dialogue relationship. In the interactive situation of students and texts, students and students, teachers and texts, teachers and students, we should pay attention to students' stylistic position in the reading process. Teachers should not impose their own views or interpretations on students, but should let students have their own unique understanding, feelings, methods and experiences in reading. In this class, I only need to design two or three big questions. When the design of questions is close to students, let each of them have something to say, pay attention to the openness of questions and the diversity of answers, and also encourage students to read creatively from multiple angles. In this class, I advocate reading the text and going back to basics. From beginning to end, I didn't impose my personal reading experience on teaching, for fear of affecting students' thinking and experience, so I had imaginative thinking. This is exactly what the curriculum standard advocates that reading is a dynamic process of meaning construction, instead of replacing students' interpretation with teachers' analysis, which truly reflects that students should explore on their own and develop good reading habits. Therefore, I think the design of this course is guided by a brand-new concept from the implementation to the end, the teachers have really guided it, and the students have truly reflected their own master status.
Reflections on the teaching of four ancient poems 5 China is a country of poems, which has a history of more than two thousand years since the Book of Songs. Excellent poems in the history of Chinese civilization are like stars. Reading ancient excellent poems can nourish and purify our hearts, enrich our emotions, and thus inspire their love for Chinese excellent traditional culture.
Four Ancient Poems is the first group of ancient poems for students to study in junior high school. The focus of primary school poetry learning is different from that of middle school, so the learning goal of these four poems is: 1. Read poetry accurately, fluently and emotionally, and imagine and feel poetry in combination with reading. 2。 Feel the feelings entrusted in the poem, and initially understand the characteristics of poetic blending. 3。 Understand some common sense of ancient poetry and learn to appreciate it.
The first class, learn to see the sea. Understand the genre knowledge of ancient poetry, read poetry with emotion, appreciate the content of poetry, taste the artistic conception and appreciate the poet's broad mind.
Classroom learning begins with understanding the genre of poetry. Guide the students to talk about their feelings about the four poems after the first reading, so that students can have a preliminary understanding of classical poems and metrical poems (quatrains and metrical poems) and Yuanqu.
When I was studying Watching the Sea, I started from my understanding of Cao Cao and supplemented the background. After that, let the students read the poems freely, read the pronunciation correctly, and emphasize that it is difficult to write and easy to make mistakes. On the basis of reading aloud and combining with comments, this paper tries to dredge the content of poetry.
Students know the content of the poem and guide them to be clear from the lyric point of view. Make students understand the characteristics of the sea described by the author, and analyze the combination of static and hands-on methods and the combination of reality and reality, and finally make clear the author's writing theme. I realized Cao Cao's desire to unify China, his ambition to make contributions and heroic self-confidence. At the same time, let students understand the classification of poetry from the perspective of subject matter. The homework is set to describe the pictures written in the text.
In this class, students' reading training is in place. Several children in the class have good reading ability, loud voice and clear articulation. However, there are also problems in the learning process, and students' Chinese accumulation is very weak. I know very little about the basic knowledge of ancient poetry, even the number of sentences in ancient poetry. Cao Cao knows very little, and he has to rely on the teacher to supplement it. I was persistent in poetry translation when I was in class, but I didn't care much about the key points of reading. Primary school poetry learning and junior high school poetry learning are two concepts. In the future, we should guide students and make them understand.
In the second class, I originally planned to learn "I heard that Wang Changling moved to the Longbiao kiln on the left" and "Tianjingsha Qiu Si". However, because there are too many homework problems in the first class, we have to deal with the homework problems before learning the new class.
"I heard that Wang Changling moved to Longbiao Kiln to the left with this letter." The key point of learning is to guide students to perceive Li Bai's romantic style through the analysis of situational blending techniques.
By reviewing the theme of watching the sea, guide students to understand that "all scenery words are sentimental words" What kind of scenery to write about is because of what kind of feelings to express. In students' emotional reading, students gradually feel that the emotional tone of this poem is different from that of Looking at the Sea. I feel a little relieved to hear the immature analysis of the students.
On the basis of students' independent reading, guide the reading rhythm of five-character poems and seven-character poems. Read it again with rhythm and emotion. Girls read together, boys comment, and students are very interested.
Follow-up study also begins with understanding poetry, and then introduces the concept of image to guide students to analyze images in poetry and grasp the author's emotions. Finally, through the analysis of the "moon" image commonly used in poetry, students can be guided to understand Li Bai's romance. At the same time, expand. Homework appreciation is set to the last sentence.
In this class, the students are very active. You can actively participate in reading poems and analyzing emotions. However, when the poems about the moon were launched, I didn't expect the students to think of any other poems except Silent Night Thinking and Gulangyu Journey. Some were shocked, some were helpless, and finally they only started the students with the fifth question after class. Chinese learning, starting from scratch!
In the third class, there are two poems left. If you want to make progress faster, you have learned them all. As a result, the school will hold a commendation meeting again, and the lessons of both classes will have an impact. It is estimated that a class can last for 30 minutes, and a class only lasts for more than 20 minutes. I have to learn a song called "Sunny Qiu Si". The focus of learning is to understand the basic knowledge of Yuan Qu and the poet's wandering feelings.
The students seem to be familiar with the content of this poem. When reading aloud, focus on guiding the rhythm of the last sentence. Students can understand why this division means that they can't read well. After many exercises, they finally read well. Then it briefly introduces the common sense of Yuan Qu style, which gives students a new understanding of China's poetry culture.
In the process of learning, this song is guided in two layers. The first layer focuses on guiding students to feel the cold and desolate atmosphere from the words used in the characteristics of the scenery. Among them, "Little Bridge Flowing Water" adopts the method of mourning by Le Jing, and also gives students a taste through examples. On the second level, grasp the word "heartbroken man" and guide students to understand the author's melancholy in a foreign land. The assignment is to write a descriptive text based on this poem.
When studying, students are more interested in this poem. There are more students participating in the performance in the classroom, and some people take the initiative to read aloud, comment and analyze the scenery description. Their language accumulation is really thin, but with this willingness to learn, can we still look forward to it?
In the fourth class, learn a mooring at the foot of Beibao Mountain. It mainly guides students to understand the basic knowledge of rhythmic poetry, the rich feelings of the author in poetry, and appreciate the key words in poetry.
Judging from the classified review of modern poetry, the study of poetry follows the principle of reading first and then being accurate; Second reading, understand the rhythm; Third reading, reading out the content; Fourth, the learning process of reading and understanding emotions. In the process of reading, the author focuses on guiding the vivid natural interest of couplets and necklaces in small scenes. Then, spread out a learned poem full of rational interest. Finally, the whole poem is summarized from the means of expression. The homework is: what kind of natural interests ... night gives way to the ocean of the sun, and the old year melts into fresh performances. How do they perform? Please combine the specific content for analysis.
In the process of classroom learning, students' reading is full of emotion, and I am also full of enthusiasm. In a class, the relationship between teachers and students is harmonious. Of course, when I finally started a reasonable and interesting poem, I was embarrassed again. However, when I start, someone can take the next sentence. It doesn't matter, they won't accumulate, I'll teach.
Judging from the feedback of students' homework, it is better to read poems by rhetorical means. For grasping the image, it is not enough to describe the picture with imagination, almost all of which are poetry translation. Lack of methods to appreciate famous sentences. What the teacher says in class is only through his mouth, and there is not much accumulation.
The study of four poems is mainly to guide students to feel the author's feelings through reading aloud, deducting words and appreciating sentences again and again. Moreover, through the interpretation of images, taste poetry. At the same time, it tries to give students a basic concept of poetry appreciation in junior high school through classroom reading and homework implementation. However, there are always some regrets after learning four-character poems. The brain seems to be still in the ups and downs of the topics reviewed in the third grade, and it will always be dissected unconsciously when it sees the works. This is a problem, and we must change our thinking.
Looking back on the whole teaching process, four poems have been studied in four classes, which is a failure in terms of the guidance of teaching reference and teaching progress. However, faced with an average score of only 58 points, I can only learn slowly. Perhaps, one day, snails may also eat ripe grapes!
Reflections on the teaching of four ancient poems 6 During this time, I tried to make students talk about the content of the text in teaching, and then the teacher was born from the students' point of view. This makes students more interested in learning, but it is more difficult for teachers. There are not many teachers like me in the school. Last time I listened to another Chinese teacher's class, there were traces of this teaching mode in his class, but I found that he was not in place and he did the same. So it is not difficult for the teacher to guide.
I wrote four poems in the morning. Last night, I wanted to change the usual mode of attending poems, disrupt the order of poems in the text, and let the students talk about which poems they like best and which poems they dislike least. The students raised their hands and found that their favorite poem was Tian Jing Sha. The spring outing in Qiu Si and Qiantang Lake won the highest number of votes, with 14 votes, while a berth at the foot of Beibao Mountain won 9 votes, while watching the sea only got 4 votes. Then I asked my classmates to get up and talk about why they like it or not. I found that students' so-called like is a kind of diffuse like, and I can't say where I like it, but I can't seem to say why I don't like it.
However, I explained poetry from the perspective of liking it or not, but the students listened carefully. In the process of explanation, some of my people used imaginative methods, such as "clear sand". Qiu Si, I ask students to build a picture, and then other students will judge whether this picture is reasonable or not. For example, some students imagine that there is a person washing clothes under the bridge, and everyone can't talk about this scene of washing clothes, because "washing clothes" doesn't match the theme of this song "Broken-hearted people are at the end of the world". Some students said there was running water under the bridge. I asked, "Is this running water a flood or a trickle?" The students can say that it can't be a flood, and they can't answer the specific reasons, but the teacher explained that the intensity and speed of the flood are related to "clearing sand". Qiu Si's melancholy and sad atmosphere are not harmonious. These questions can make students understand immediately, and will also be beneficial to students' writing, the relationship between theme atmosphere and materials.
When it comes to the poem "A Spring Tour in Qiantang River", my method is to let students guess the specific time of the season when this poem was written and let them find evidence. The students searched for evidence in the poem. Finally, some students said that it was early spring, some students looked for evidence from "the water level was flat", and then some students used other evidence to prove it, such as "several early birds compete for warm trees", and some students finally analyzed that "competing for warm trees" is pointing to sunny trees for warm. Then, on a large scale, this season is still relatively cold, otherwise there is no need to fight for such a little heat. In early spring, the spring is chilly, and this kind of weather is more common. "Who is the new swallow pecking at the spring mud" gives students a very clear evidence, and students know exactly when swallows build their nests. The evidence of the sentence "only shallow grass can have no horseshoe" is also obvious. Students discuss the approximate height of horseshoes, and get the height of grass, and understand that this season should be early spring. As for the phrase "flowers are becoming more and more charming", the evidence is not obvious. Therefore, I lead the author to describe the unique scenery in early spring.
The poem "A berth under the North Fort Mountain" is mainly related to "Tianjingsha". As far as Qiu Si's theme is concerned, it is easier for students to understand. I also talked about why it is difficult for us to miss home now. Students have a certain understanding of the homesickness of this poem. At the end of the year and the beginning of the year, it was Dai Yue's hurry that students could understand homesickness to a certain extent, so it was not difficult to accept it.
The article "Viewing the Sea" mainly supplements a lot of background about Cao Cao, so that students can have a certain understanding of the magnificent artistic conception of this poem and the poet's mind of dominating the world, and the difficulty of understanding this article is reduced. As for the difficulty of watching the sea, my prediction was more accurate before teaching. I expect that if students don't understand the background of Cao Cao, it is not acceptable ideologically to use the negative image of Cao Cao in the Romance of the Three Kingdoms to understand the view of the sea. After I reinterpreted Cao Cao, my classmates loved me, love my dog.
Therefore, the success of this poetry teaching lies in stimulating students' interest points. This semester has made great progress, and because this semester has made great progress in this respect, I have attended classes that I think are more successful than before.
Failure lies in understanding the artistic conception of poetry and appreciating good sentences. I think there are two reasons why the analysis is not in place.
First, due to the increase of students' activities, the teacher's explanation of students' problems occupies most of the classroom time, which leads to the teacher's inability to appreciate famous sentences in depth.
Second, when preparing lessons, the appreciation of famous sentences is confused because there are many reading materials and these appreciation materials are not integrated.
However, I still discussed these poems with my students, and those sentences are all famous sentences. Students can still well point out the sentences that should be famous sentences, and then I ask students to memorize these famous sentences for reference. By doing so, you can basically meet the requirements of the exam.
Recently, this teaching method has been used more frequently, and students are gradually familiar with the places they may be interested in, and the difficulty of binding is gradually reduced, which requires teachers and students to adapt slowly.