Reflections on the teaching of the ancient poem "Seeing Lin Zifang at Jingci Temple" 1 In teaching, I showed the beauty of the West Lake through the introduction of scene pictures and multimedia courseware, which made students have a preliminary perception of the beauty of the West Lake. In the specific teaching of "Seeing Lin Zifang off at dawn in Jingci Temple", we showed the images and pictures of lotus leaves stretching out to the horizon, which were particularly charming under the sunlight. I guide students to understand how poets describe the beauty of "infinite bright lotus leaves and different colors of lotus flowers" from the understanding of scenery, words and the reproduction of poems.
The emotion of ancient poetry is often contained in the language full of musical beauty. You need to read and sing repeatedly before you can enter the country to observe the situation. I always take reading aloud as the main line. Read and understand, read repeatedly, so that students can read fluently and vividly. First of all,
When guiding poetry reading, I ask children to look for "time, place and event" to help them understand the meaning of the topic. Students are required to read correctly and fluently in the initial reading process. The language of ancient poetry is concise, catchy and full of musical beauty. Individual reading can make them integrate their feelings into eulogy more completely, feel the poetry in ancient poetry in reading and understand the emotions contained in poetry in reading. So in the process of reading, let the students draw the rhythm and key points while reading. Some students often read ancient poems mechanically, which has no sense of rhythm and is not beautiful. On the basis of understanding, children are encouraged to read aloud with emotion by example and naming, and try to bring themselves and the audience into the artistic conception of poetry. Finally, reading ancient poems, in addition to reading rhythm and stress, should also guide students to read their own feelings.
Reflections on the second part of the teaching of the ancient poem "Seeing Lin Zifang at Jingci Temple" In the teaching of this poem, students should understand the meaning of the poem and read it repeatedly according to the conventional teaching. When the students questioned after learning the poem, they asked a question: Teacher, as can be seen from the title, this poem is a farewell poem given by the author to his friend Lin Zifang, but the whole poem is about the beautiful scenery of the West Lake, expressing the author's love and praise for the beautiful scenery of the West Lake. Then the topic seems to have nothing to do with the superficial poem, so why did the author become such a poem? In the face of students' questions, I didn't fully consider them in advance, so I affirmed her questioning spirit and told her to wait until the teacher went back to study them carefully before giving you the answer.
After class, I carefully consulted the teacher's book, which didn't explain it in detail. Yes, I also learned several farewell poems before the fifth grade of primary school, such as seeing Wang Lun off, seeing Yuan Er An Xi off, Tang Dongda off, and seeing Meng Haoran off to Yangzhou by the Yellow Crane Tower. , all reflect the meaning of parting in the poem, but the poem "Farewell to Jingci Temple to Lin Zifang" has nothing to do with the poem on the surface, so I did it online.
Outside Jingci Temple, the figure of walking hand in hand is faintly discernible; The ancient road flies, the pace of walking in parallel is leisurely, and the frightened birds are still hovering in the shade; Where is the meeting confidant at this time?
On the path by the lake, the old man's chariots and horses have long gone. His hand is still waving. Can he still see it? It is far from home, and I don't know what year it will be. Alas! I don't want to do anything, which adds to my parting thoughts.
Sitting alone by the lake, I can't feel the sunshine. The breeze blows on the face, and the lotus leaves change frequently on the lake, reaching as far as the sky, as if missing infinity; The morning sun shines with gold, the red lotus shines with gold, and the dance is graceful, just as friendship blooms. Old friends are far away, and new people will come in the future. How do you know that heaven is not what people want? Cheer up, full of energy, the green hills are still there, and the flowers bloom and fall.
Leisure songs: Millennium temples, shady groves, cicadas in midsummer, endless lotus leaves; An old friend went to the Western Heaven thousands of miles away, leaving a feeling with the lake, and the lotus leaf turned red.
If it is mentioned by water, then it is not difficult to understand the relationship between the poem title and "the lotus leaves in the sky are infinitely colorful, and the lotus flowers in the sun are of different colors". There seems to be no connection, but in fact, the connection is everywhere! It is precisely because of today's departure that I feel that the scenery of the West Lake in June is different from that at four o'clock.
I agree with water very much, so I exchanged this view with students, and the students agreed with it.
Reflections on the teaching of the ancient poem "Seeing Lin Zifang off at dawn in Jingci Temple" lasted for three 40 minutes, but the meaning is still unfinished.
Regret: Two students wrote two poems on the blackboard, which I didn't make full use of. I can use it like this (new words teaching, poetry teaching, structure teaching, contrast teaching)
Problem: poor discipline, some students pose too casually in class.
Process reflection:
1, summarize the step-by-step work with articles. Three minutes. The students said that "the lotus leaf connected with the sky is infinitely beautiful, and the lotus flowers reflected in the sun are of different colors" and wrote the static beauty and dynamic beauty of the landscape. In fact, "Lian" and "Ying" only describe the characteristics of the scenery, and the focus of the picture is "infinite beauty" and "different colors".
2. recite poems by name. Discipline is not good during the period. (In the future, the recitation of the soundtrack should be carried out under the condition of high concentration of everyone's attention) 4 minutes.
This poem depicts a rain that comes and goes in a hurry. What feeling will this sudden rain bring to Su Dongpo? (Cool, comfortable, cool, calm, suddenly enlightened) 3 minutes. (poor discipline)
There are many scenes in this poem. What are they? This poem has a tight rhythm. Why? Write it. Do you think this poem is well written? What does the poet want to tell us? Do you have any questions about this poem? 18 minutes.
Not much to write. Because there are few hints. Some students write poems. West Lake in misty rain. I reminded them of the relevant verses and entered the scene. Give them time and they will surprise you. )
In Su Dongpo's poems, we appreciate the excitement of the West Lake in the rain, and the clarity of the West Lake after the rain. Do you know what the West Lake looks like when the sun is shining? (Be too natural. ) 1 min.
6. What's wrong with this poem? (This leads to the learned farewell poems, and the students are very talented. Stunning: Don't move, send Yuan Eran Xi, Gu Yuancao farewell, send Wang Lun, and send Meng Haoran to Yangzhou) 1 1 minute.
Next class, compare the similarities and differences between the two poems and appreciate the poem about lotus. Choose to recite. You can also write it in a notebook in the form of calligraphy with a pencil. Can show it.
Reflections on the teaching of the ancient poem Dawn from Jingci Temple to Linzi Square (IV) Dawn from Jingci Temple to Linzi Square describes the beautiful scenery of the West Lake in summer and shows the poet's love and praise for the beautiful scenery of nature.
In teaching, I mainly use the comparative method. On the basis of studying the first ancient poem, I inspired students to find out the similarities and differences between the two poems. The students read carefully, and soon some students raised their hands: "It's all about the scenery." "They all describe the scenery in summer." Some students added, "They all describe the West Lake." "They are all about the West Lake in June." I am also glad to see that the students are becoming more and more specific. Another student said, "Two poems, the first one describes the West Lake in rainy days, and the second one describes the West Lake in sunny days." Then I said, "The West Lake on a rainy day is so strange in Su Shi's pen. How can the West Lake on a sunny day be seen in Yang Wanli's eyes? " Then inspire students to enter the image described in the poem sentence by sentence to feel and appreciate the poet's thoughts and feelings. I arouse students' experience, feeling, association and imagination according to their actual life, thus narrowing the distance between ancient and modern times.
After reading it for the first time, I asked the students to introduce their understanding of the lotus, leaving a general impression in their minds, and then recalling the article "Lotus" that they have learned to feel. The students' perception of the lotus is becoming more and more specific. Finally, they looked at the picture and learned that "the lotus leaves in the sky are infinite, and the colors of lotus flowers in the sun are different." Understand the poet's "scenery" of the West Lake in June, capture the unique scenery of the West Lake "Lotus Leaf" and "Lotus", write their endless forms, and give them the colors of "infinite blue" and "different red". Red and green set each other off, and the sun is shining.
On May 22nd, I taught the ancient poem "Seeing Lin Zifang at Jingci Temple" in the first lesson of Unit 6 in the second volume of Grade Two. The editor's intention is to let students know the mystery of his landscape writing. In this way, this poem should be interpreted according to the requirements of the curriculum standard, "read children's songs, read children's poems, read shallow ancient poems, expand imagination, gain initial emotional experience, and feel the beauty of language", and I do the same in teaching. When preparing lessons, I humbly consult my excellent teacher Yu and my experienced teacher Qiu. My success is inseparable from their patient guidance and timely wise advice.
First, teach it to fish and teach it methods.
After I understood the meaning of ancient poetry, I showed the methods of learning ancient poetry: reading poems and looking at pictures; Understand the rhyme of poetry. As far as junior two students are concerned, they have learned some ancient poems and mastered some methods of learning them. The teacher summed them up and showed them clearly to the students, which is not only a summary of studying ancient poems in the past, but also a guide to the learning methods of this class.
Second, reading teaching has distinct characteristics.
For poetry reading, the pursuit of correctness, fluency, rhythm and charm goes without saying. In terms of rhythm and charm, first, let students discuss the pauses in reading ancient poems in groups and mark them with left diagonal lines. Then let the students read ancient poems. Later, I boldly read, introduced, and read sentence by sentence with boys and girls. Finally, a picture of reciting ancient poems is designed. In a word, the teaching of ancient poetry reading has distinct characteristics. I think it's good to fill in the blanks. The children in grade two are very young. They used all kinds of scaffolding to understand, not only to understand the artistic conception of ancient poetry, but also to practice the ability of reading aloud. The model reading of ancient poems not only sets an example for students to read poems, but also plays an exemplary role. Reading the charm of ancient poetry is the realm of learning ancient poetry. Through a reading video, I give students a guide, thus stimulating students' strong desire to read. With the rhythm of the video or cadence, or high-five, the students read the meaning of the poem vividly, concisely and implicitly, and read the unique charm of the poem. I also practiced the "back curse" method of learning ancient poetry that I told students in class.
Third, imagine the picture and experience it.
Senior two students are good at imagination, and different students have different feelings. First, I guide students to understand the meaning of words in ancient poetry and use courseware to help them understand. For example, "after all" means "after all", "four seasons" means "connected with the blue sky", "infinite blue" means "abnormal green" and "reflecting the sun" means "under the sunrise". Then, the courseware is used to show the first, second, third and fourth lines of this poem respectively to guide students to imagine what is in the poem on the basis of understanding poetry.
If you leave a question for the students in the expansion link: "Why is there no farewell word in this farewell poem?" It can highlight the "wonderful" of farewell poems.
In a word, my class embodies the efforts of many teachers, patiently guides me and puts forward pertinent suggestions. I will make persistent efforts in the future, never forget your initiative, and actively explore better and more effective teaching methods to improve my education and teaching level.
Reflections on the teaching of the ancient poem Dawn from Jingci Temple to Linzi Square (VI) Dawn from Jingci Temple to Linzi Square describes the beautiful scenery of the West Lake in midsummer and shows the poet's love.
To teach this ancient poem, I mainly consider the following aspects:
First, grasp the vision of poetry and dig the connotation of poetry.
In teaching, I grasp the key words and analyze the thoughts and feelings of the surrounding poems. The poetic eye of this poem is "After all" in "After all, the West Lake is in June and the scenery is different from the four seasons". "After all" not only limited the specific scenery under a specific festival to poetry, but also focused on "differences", highlighting the poet's sincere praise and even admiration for the immediate scenery. I seize these two words to induce me to mention the whole article, and the key point is to guide students to understand that "the scenery is different from the four seasons", so that students can know that there are three months in summer, June is at the end, and when the lotus is in full bloom, the scenery is You Mei.
Second, guide students to develop their imagination and experience the artistic conception of poetry.
The thoughts and feelings in ancient poems are generally implicit. When teaching. I inspire students to enter the image described in the poem sentence by sentence to feel and appreciate the poet's thoughts and feelings. I inspire students to experience, feel, associate and imagine according to students' actual life, so as to narrow the distance between ancient times and modern times, give new vitality to ancient poetry, such as fish in the river and sea, have endless fun, and then discover emotional interest. After the first reading, I asked the students to introduce their understanding of the lotus, leaving a general impression on the students' minds. Then, by reading aloud and recalling Grandpa Ye Shengtao's Lotus, the students' perception of the lotus became more and more specific. Finally, they looked at the pictures and learned that "lotus leaves are infinitely bright in the sky, and lotus flowers have different colors in the sun". Understand the poet's "scenery" of the West Lake in June, capture the unique scenery of the West Lake "Lotus Leaf" and "Lotus", write their endless graceful forms, and give them the colors of "infinite blue" and "different red". The red and green set each other off and the lotus day shines brightly, which fully describes the beautiful scenery of the West Lake.
Third, expand reading, cultivate poetic interest and accumulate students' cultural heritage.
The new concept put forward by the curriculum reform is "not to teach textbooks, but to teach textbooks", that is, to creatively understand and use textbooks, actively develop curriculum resources and flexibly use various teaching strategies. We can't teach poetry on the basis of poetry, but we should dare to extend the tentacles of Chinese classroom to a wider world, that is, students' life and nature. We should work with students to develop and generate open and energetic Chinese courses. Ancient poetry is far away from students, and many poems have a specific historical background at that time, which requires X students to have the ability to collect and process information. Before learning poetry, we should read and collect a lot of materials related to "Lotus" in order to have a better and deeper understanding. In this accumulation again and again, students' language skills and understanding can gradually become thick. 〕
After learning this ancient poem, I linked it with the Belt and Road, and guided students to learn Li Bai's poem "Twenty-six Ancient Poems" about lotus flowers reflecting the sun, expanding reading and opening a new window for extracurricular reading.
There are also some shortcomings in the teaching of this course, such as the understanding of the connotation of poetry and the reading guidance of ancient poetry, which I will improve in the teaching of ancient poetry in the future.
Reflections on the Teaching of the Ancient Poetry "Chu Xiao Jingci Temple sends a message to Lin Zifang" Chapter VII When I teach the lesson "Chu Xiao Jingci Temple sends a message to Lin Zifang", I follow the teaching rules from overall perception to reading comprehension to emotional reading. In teaching, I try my best to start from the students, and implement all the teaching links such as reading poetry (Jingci Temple, Lin Zifang), understanding poetry, understanding poetry, appreciating poetry and understanding poetry. After this lesson, I also know what I need to improve:
1, the classroom teaching is student-centered, and the teaching plan is adjusted in time to truly learn and teach.
When teaching the sentence "Lotus leaf is infinitely beautiful", when I asked "How did the lotus leaf get to heaven?" Students say there are many lotus leaves. At this time, I asked them, "Is it because the lotus leaf is so tall that it has grown to the sky?" If at this time, I can combine students' life experience in time and guide them to look far away when they talk about lotus leaves frequently, what do you see? Looking into the distance, what do you see? Students may suddenly realize that there are not only many lotus leaves, but also a wide area, giving people the feeling of millions of hectares!
2. The implementation of "writing" in class.
After the whole class, the students read, recited and recited, but they didn't pick up the pen to write. Chinese teaching needs solid listening, speaking, reading and writing training, and students' writing habits, writing ability and emotional internalization are inseparable from writing! If we can arrange 3-5 minutes in the teaching of this class, let students either write ancient poems or write down what they see, hear and think from this poem, so that students' ability will be improved again!
Reflections on the Teaching of Ancient Poems in Jingci Temple Seeing the Forest at Dawn Chapter VIII The beautiful scenery of the West Lake has always been the object of description by literati. Yang Wanli's poem, with its unique technique, has been passed down through the ages and is worth savoring.
The poet stopped at the West Lake in June to bid farewell to his friend Lin Zifang. The whole poem expresses his attachment to his friends by praising the beauty of the West Lake to the extreme. The poet began by saying that the scenery of the West Lake in June is different from that of the four seasons. These two simple poems show that the scenery of the West Lake in June is different from other seasons, which is enough to make people want to stay. Then, the poet painted a beautiful picture of red and green for the reader with sentences full of strong color contrast: the green lotus leaves rushed to the horizon, making people feel as if they were in endless green; And the beautiful lotus, in the sun, is more gorgeous. This transformation in the sketch, although ups and downs, has no sense of suddenness. The seemingly dull pen and ink presents an evocative artistic situation for readers.
By studying the text and consulting the materials, I have determined the teaching objectives and difficulties.
Teaching objectives:
1. Read and recite ancient poems correctly, fluently and emotionally.
2. Understand the meaning of ancient poetry.
3. Combined with the first ancient poem in this lesson, feel the strange sight of the West Lake in June, and experience the poet's emotion and the beauty of the language of the poem.
Teaching difficulties:
Compare the similarities and differences between the two ancient poems and understand the poet's feelings.
In teaching, let students read classics before class and create an atmosphere of classical poetry for the classroom. At the beginning of the class, I asked the students to review the first ancient poem, paving the way for the comparison of the following articles. The second link allows students to know the poet, solve the poem title and understand the writing background of this poem. The third link is the first level of reading, reading correctly, reading smoothly and reading out the sense of rhythm. The fourth and fifth links are poetic and emotional reading. Through students' self-study, group communication and self-presentation. They can understand the meaning of ancient poems and sentences, read deeper and farther, and read with emotion through the second level. At this point, the focus of this lesson is basically solved, and the sixth link is to understand the poet's feelings and solve the difficulties of this lesson. Through the discussion between teachers and students, this paper compares the similarities and differences between the two ancient poems, and understands the author's lyrical writing techniques by borrowing scenery. Let students read further.
In the classroom, students' reading sounds are endless, reading layer by layer and feeling the text. They were impressed by the beautiful scenery of the West Lake and felt the poet's attachment to his friends and the charm of our classical poems.