The original text of the "preliminary contest" of the third grade in a primary school.
Wang Changling, Don Cesar.
Bright moon in Qin dynasty, bright moon in Han dynasty.
The Long March hasn't come back yet.
But Dragon City will fly in,
Don't teach Huma to climb the Yinshan Mountain.
Precautions:
Out of the fortress: out of the customs, out of the war.
The bright moon and Xiongguan in Qin Dynasty are still the same as those in Qin and Han Dynasties.
People who didn't come back from the Long March: None of the people who went out to Wan Li to take part in remote garrison.
But manufacturing: as long as. Longcheng: refers to the Lucheng, which is called Lucheng. It is near the Great Wall in xifengkou, Hebei Province, and is the seat of Youbeiping County in Han Dynasty. General Fei: Li Guang, a famous soldier in the Western Han Dynasty, was a magistrate in Youbeiping and ruled lulong county. It refers to the famous Wei Qing in the Western Han Dynasty.
Don't teach: don't call, don't let. Teach, let. Huma: refers to foreign cavalry invading the mainland. Degree: Over. Yinshan Mountain: the northern branch of Kunlun Mountain, in the middle of Inner Mongolia Autonomous Region.
Translation:
Or the bright moon and the border pass in Qin and Han Dynasties, and Wan Li, who was guarding the border pass and fighting the enemy, has not returned yet.
If Li Guang, the flying general of Dragon City, were still here today, he would never let Xiongnu go south to herd horses and spend the Yinshan Mountain.
Teaching plan of "going out of the fortress" in the second and third grades of Chinese
Design concept: The new curriculum standard requires students to read individually. Therefore, the teaching design of this course focuses on cultivating students' ability of collecting and sorting out materials, reading and reciting, and expanding imagination, so that students can experience, feel and appreciate ancient poems while reading, and inspire students' thoughts and feelings of loving China's ancient and splendid culture.
Teaching objectives:
1, knowledge and skills:
(1) can read ancient poems correctly, fluently and emotionally, recite them and write them from memory.
(2) Understanding the meaning of ancient poetry with the help of annotations.
(3) Cultivate students' aesthetic taste, the scene described in the poem and the author's desire to quell the war.
2, process and method:
(1) Understand the content of the poem by reading and reciting, and imagine the scene depicted in the poem.
(2) Students can understand the general idea of poetry through communication and discussion, and experience the thoughts and feelings expressed by the poet.
3. Emotions, attitudes and values:
Through study, we can inspire students' love for China's poems, cultivate students' thoughts and feelings of loving the splendid culture of our great motherland, being proud of our long history, loving and yearning for peace. Develop a good habit of actively reading extracurricular poems.
Emphasis and difficulty in teaching:
Guide students to understand the meaning of the poem, imagine the scene described in the poem, and experience the thoughts and feelings expressed by the author.
Teaching preparation:
Teacher: Multimedia courseware.
Student: Preview the text and collect relevant information.
Teaching process:
First, situational import, revealing the topic
1. Play the classical music "House of Flying Daggers" to guide students to imagine the tragic scene of the ancient battlefield.
2. Recite Wang Zhihuan's "The Embankment", "The Yellow River is far above the white clouds", and initially perceive the impassioned expedition scene of the ancients.
3. Students introduce the collected information about poets. The teacher added.
"Out of the fortress" is a tune in Yuefu, and there are other themes such as "Before Out of the fortress", "After Out of the fortress", "Cezanne Song" and "Xia Sai Song".
4. Ask students to fully express the meaning of the theme of the poem. Title of blackboard writing:
Cross the border
Wang Changling
Second, I know poetry for the first time, questioning and dispelling doubts
1, read the whole poem freely, pay attention to accurate pronunciation and recognize the font.
2. Read and change each other.
3. since the enlightenment read by himself, using reference books or notes to guide students to understand the main idea of poetry and encourage students to question.
4. Read poems by name and discuss and communicate. Discuss poetry in groups, ask questions, communicate with teachers and students, and determine problems of research value.
Third, read the whole poem carefully and experience the feelings when entering the country.
1, the teacher tells the historical background of ancient poetry and introduces the realm.
2. Appreciate "the bright moon in Qin Dynasty, the customs in Han Dynasty, and the Long March people did not return".
(1) Read the ancient poems and guide the students to imagine the scenes described in the poems. Blackboard Writing: Qin and Han Dynasties
(2) Re-read The Long March Man Did Not Return. Teachers and students discuss the meaning of "Man Did Not Return". Students imagine the tragedy brought by the war. It says on the blackboard: People didn't return it.
(3) Courseware display, teachers and students imagine the tragic scenes of ancient battles in music and scenery. Think of the cruelty of war.
(4) Expand the understanding of the fierce war represented by "people have not returned".
(5) Read the first two sentences:
① Students can read freely.
(2) refers to reading and tasting the scenes described in the poem.
(3) Mutual evaluation among students.
Imagine reading aloud.
⑤ Read aloud with music as the background.
3. Appreciate "only make the Dragon City fly, and don't teach Huma to spend the Yinshan Mountain".
(1) Students are free to read the last two sentences.
(2) talk casually about the understanding of "Stan".
(3) Grasp the words "but make" and "don't teach", and realize the heroic spirit of Li Guang, a flying general. Write on the blackboard: but let
(4) After group discussion, talk about the understanding of these two poems.
(5) Read the roll call, and the teacher will read it horizontally.
(6) The students read with admiration for General Fei.
(7) Teachers read passionately.
(8) Understand the thoughts and feelings expressed by the poet.
(9) Read it again, and realize the author's praise for Li Guang, the general of the Han Dynasty, his yearning for the ideal of quelling the war, and his lament for the incompetence of the frontier commander and the court.
Fourth, I like reading and reciting the whole poem.
1. Students can freely compose and read the whole poem.
2. Students show their reading personality and read the whole poem with music.
Try to recite the whole poem under the guidance of the teacher.
4. Read the courseware and recite the whole poem.
Fifth, expand imagination and practice writing.
1, Teacher: The saddest thing in the world is to leave your relatives and go to the battlefield. Facing the desolate mountain, the author looks up at the bright moon and misses his loved ones. At this moment, you must be moved by the author's feelings. Can you paint a tragic scene with your pen?
2. Practice writing.
3. The whole class communicates with each other.
Sixth, expand ideas and assign homework.
1. Collect frontier poems, compare and appreciate them and extract them.
2. Try to create an ancient poem in combination with your own feelings.
Reflections on the Teaching of "Stuffing" in Chinese in Grade Three of Partial Primary School
I made the following attempts in the teaching of "Out of the Fortress": In this class, starting with the words "Qin and Han" in "Bright Moon in Qin Dynasty", let students fully feel the long time, shape the image of the bright moon, arouse students' thinking, and then contact the word "Wan Li" to express the space, so that students can understand "people are absent" in this empty and desolate background. When the "Long March has not returned" contains great historical sadness and infinite deep sigh, the cry of "Only make the Dragon City fly, don't teach Huma to spend the Yinshan Mountain" is so shocking, and the students of the desolate artistic conception of poetry get a preliminary appreciation.
Unfortunately, I wanted to add the appreciation of the artistic characteristics of frontier fortress poems to the teaching of this course, but I didn't finish it because of time. Fortunately, in the process of teaching, we can appreciate while teaching, but we don't summarize.
In class, presupposition is important and generation is indispensable, but we dare not grasp what is generated, or we can't catch the opportunity of generation in an instant. The lesson of the cold wall "The Stuffing" made me deeply realize this point. In fact, generations are the accumulation of wisdom. Without the wisdom of teaching, it is difficult to capture the instantaneous beauty of a generation;
Generations are also the crystallization of experience. Without teaching and life experience, even if you have such a sense of generation, you can't grasp it without the accumulation of teaching. For example, when I was teaching the Great Wall and the Canal, the students answered the teacher's question: "When you see the Great Wall, what do you want to say to the working people who created it?" A student replied, "I pity their hands." What a nice classroom. Unfortunately, I gave up.
The generation of classroom needs us to experience and grasp, pay attention to the generation of classroom, and only by devoting wisdom and creating attention to the generation of classroom can we truly realize the interaction and communication in classroom.