The poem "Wind" is a text in Unit 13, Volume 3 of the textbook published by Beijing Normal University. The author is Ye Shengtao, a famous writer. Poetry guides students to understand that although the wind in nature is invisible, we can find its trace by carefully observing the changes of things around after the wind.
The wind described in the poem is like a naughty child, playing in Shan Ye all day, making the leaves tremble, the trees nod, and the river ripples. The poem is imaginative and describes the picturesque scenery that children often see. The whole poem observes and describes the wind in life in the first person from the perspective of children, so that students can initially perceive the characteristics of the wind and be influenced by beauty.
I focus on three aspects in teaching design:
First, the pursuit of beauty teaching
Wind describes the characteristics of natural wind in a child's tone, which is full of childlike interest and is a favorite learning content for children. How to convey the beauty contained in poetry to students? In my teaching, I use appreciative reading, imaginative reading and performance reading to guide students to appreciate poetry, gradually enter the realm of poetry, generate poetry, enter the smart and lovely "wind" world, and truly feel the naughty and lovely wind. Poetry is so beautiful that teaching combines beauty with teaching. This is my ideal classroom for harmonious students.
Second, the pursuit of student aura
Chinese class is spiritual and deep in the language. The Chinese class is also simple, and the words often seem so quiet. Only when people read and think, it shows rich connotation. I want to introduce students into natural forests and rivers, pluck the strings of students' hearts, induce students' learning aura, and let students shine with wisdom in poetry creation. For example, "When the red scarf flutters, we know that the wind is dancing." Sentences like this and so on. Let the "wind" approach students' hearts, show the vitality of life, let students' hearts soar freely, and let teachers and students enjoy the spirituality and poetry of Chinese studies.
Third, the pursuit of solid teaching
How to make Chinese class solid and effective? According to the characteristics of junior reading teaching, I skillfully combine "learning words, learning words" with "reading feelings" as the teaching focus of this class.
The new curriculum advocates turning the classroom into a place for students' autonomy, cooperation and exploration, and emphasizes that students can know the world and feel everything in nature through their own personal experience, and strive to embody the teaching concept and open principle of "big language" in education and teaching. In teaching, I have the courage to try, awaken students' existing life experience, arouse students' emotions, let students have something to say, have something to think about and have room to expand, cultivate students' Chinese literacy, let students truly become students' masters and feel the endless fun of learning.
In this class, I feel particularly deeply in the following aspects:
1. Pay attention to accumulation and apply what you have learned.
After the lecture, I introduced three idioms to describe the wind, namely, the breeze is blowing gently, the wind is blowing hard, and it whizzes past. These three idioms represent three different degrees of wind. Students perceive the meaning of four words by looking at the pictures and listening to the teacher's description. After learning this poem and feeling the characteristics of the wind in the text, let the students use it and choose one of the four words to describe the wind in the text. It is easy for students to choose breeze. This design skillfully accumulates and uses words.
2. Focus on reading and learn from reading.
"Chinese Curriculum Standards" points out: "Reading teaching in all periods should attach importance to reading aloud and silently-some poems require students to read aloud, which is conducive to accumulating, experiencing and cultivating a sense of language." In teaching, students are gradually guided to read in various forms, from reading comprehension to emotional reading and recitation. Pay attention to the practical process of reading, so that reading can truly become students' active and personalized behavior. In Lang Lang's reading aloud, students can get a preliminary emotional experience, arouse their yearning for beauty and nature, and fully feel the beauty of language.
I designed a variety of reading methods to solve the problems of word pronunciation, sentence reading and literacy penetration when I first read; Correct and fluent when reading again; When reading silently, learn to sketch while reading silently and find sentences describing the wind; When reading carefully, we should be specific and in-depth, grasp the key words and feelings, imagine the content of the poem, and thus internalize the understanding.
They understand the artistic conception of poetry by repeatedly reciting, questioning and pondering key words and words, and feel the vivid "wind" form, especially in understanding some key words. In order to avoid mechanical boring analysis and boring explanation, I find beautiful pictures for students, and then help them understand poetry by performing reading and imagining reading.
When students have their own opinions, I will ask them to find their favorite poem. Because of the process of "since the enlightenment", students have a deeper understanding of this poem, and most of them have been able to recite it fluently, as if they were in the wind. Students' sense of language is further cultivated, and Chinese literacy is further improved in reading.
3. Expand thinking and stimulate imagination.
"Chinese Curriculum Standard" requires teachers to actively explore teaching materials, so I grasp the key and difficult points of teaching, contact students' life experience, develop students' imagination and cultivate students' innovative ability. So after learning poetry, I designed such a link to unfold: close my eyes and listen to the music, and imagine where the wind is going. Say where the wind comes first, and then make up children's songs according to the text. I am very interested in writing children's songs. The children's works are written on the list, and we have to express our admiration for their achievements! Say () Because of the close connection with life, students' ideas are very open, and the answers are really colorful and amazing. Look at the style of the poem, be more interested, do as the Romans do. After class, I also asked the children to draw the wind in the poem under the poem they were writing. They kill two birds with one stone by writing, drawing and boasting in the study!
Poetry teaching resources are rich, and poetry teaching needs further exploration. Through Feng's teaching and thinking, I have gained a lot.