Teacher Cao Maochang's teaching design of "Two Songs of Golden Melody" has the following characteristics:
First, to resolve language barriers in "close reading of texts".
In the teaching of ancient poetry, we should grasp the method and scale of "close reading", fully explore its rich connotation, and learn a little about it, so that students can gain the meaning, meaning and implication of verbal interpretation. There are many allusions to these two words, which is the obstacle for students to understand the meaning of the words. Teacher Cao integrates the elimination of language barriers with appreciation, which is actually to resolve language barriers in close reading of texts. He grasped the words such as "Niu Yi", "Wu Ma Jiao", "Short-lived words" and "Pu Liu", and combined with other relevant materials to analyze and confirm them, helping students to interpret the hidden meaning behind these allusions.
second, the "main question" runs through the classroom teaching activities.
Mr. Cao put forward the concept of "design is the main problem" in the "design description". For students, the mastery of knowledge, the development of ability and the cultivation of emotion are all completed through their own learning activities under the guidance of teachers' questions. Therefore, the design of the main problem must have high thinking content. In the third part of teaching, Mr Cao organizes students to exchange "their favorite sentences" and generates two "main questions" in the process, each of which has two short questions, showing a certain gradient. The former question helps students to clarify the main content of the word, and the latter question causes students to think deeply about the emotional connotation of the word.
Third, organize the appreciation of ancient poetry by "commenting on poetry".
Poetry commentary is a form of theoretical criticism of classical poetry and an important teaching resource for appreciation of ancient poetry. In teaching practice, the most commonly used way is to arrange poetry criticism in the introduction of new courses as the starting point of poetry appreciation; There are also many who use it as a breakthrough in the inquiry link to guide students to deeply understand the rich emotions contained in poetry through deep interpretation of the text. Teacher Cao did not use the above methods, but quoted the comments in Chen Tingzhuo's Poems on Bai Yuzhai as a class summary to summarize the "content and artistic charm" of the two words. At the same time, with the comments of Lu Yuanjun and Nalan Xingde, this paper summarizes two songs "Golden Luqu", in which words are used instead of books, and the words are ordinary and have different affectionate characteristics.
I'd like to talk about the above three aspects.
regarding the close reading of ancient poetry texts, I think it seems not enough to grasp only a few allusions. There are still many important words in the works that deserve careful consideration. For example, the word "I will come back" from the opening surprises not only expresses the depth of all kinds of bitterness and hatred, but also can't return, which is a lifelong pain; It is also a lifelong pain to come back. At the same time, these three words also entrusted the poet with infinite concern and encouragement for his friends who suffered from migration, which made people sincerely lament the importance of friendship in the past. Other words, such as "ice and snow, go around for a long time" and "Ci-Fu should be written less from now on, and keep the soul and soul together", and even the preface before the word is worth reading again and again.
as for the design of main questions, I think it should be the design of high-minded classroom teaching problems in reading teaching, which can show the power of "one for ten" in teaching. The two problems designed by Mr. Cao are of high quality and can play an important role, but whether they can take on the responsibility of "main problems" remains to be considered If we can integrate the multiple meanings of "returning to Japan" and "returning to Japan" in the two words, and combine the depth of emotion with the beauty of conception, it may become the "main problem" to guide students to truly enter, explore and thoroughly understand the text.
With regard to the introduction of poetry criticism, I feel that as a summary of classroom teaching, its value seems to be insufficient. In the teaching of reading ancient poems, with the help of relevant comments on poems, some words with profound meanings are proved, including "confirmation" and "falsification". In the process of "interpreting poems with poems" and "verifying poems with poems", the author's "original intention" is truly discovered, which may help students understand the subtle and unspeakable feelings in the poet's heart.