Meiling three chapters's Lecture Notes 1 meiling three chapters is a group of modern poems composed of three seven-character quatrains, with harmonious meter and fresh artistic conception. Language rhetoric is a combination of classical Chinese and vernacular Chinese, and it is a successful example of expressing modern revolutionary feelings in the form of old poems. Therefore, through the study of this group of poems, students can not only understand poetry, but also be influenced by the revolutionary spirit. For many years, "meiling three chapters" has been the basic content in junior middle school Chinese textbooks, which shows that this lesson occupies a very important position in the poetry teaching system.
According to the requirements of the syllabus and teaching staff, combined with the characteristics of this paper, I have established the following teaching objectives:
1. Read aloud to understand the heroic feelings expressed in poetry.
2. Taste the accuracy, vividness and musicality of poetry.
Students are the main body of learning. Whenever we impart new knowledge to students, we should naturally take into account the original foundation, existing difficulties and some psychological characteristics of our teaching objects in this class, so as to determine the key points, difficulties and teaching countermeasures in a targeted manner. Senior one students are still in the stage of reciting poems. Then how to make students gradually rise from the level of reciting to the level of appreciation by analyzing textbooks, and truly "from textbooks, higher than textbooks". According to these circumstances, I have established the key points and difficulties of this paper as follows:
Teaching focus:
Master the ideological content and internal relations of poetry.
Teaching difficulties:
Taste the accuracy, vividness and musicality of poetic language
How to break through the key and difficult points and effectively complete the teaching task of this course? I decided to proceed from the actual situation of students and grasp two principles: first, pay attention to high perspective and low starting point, implement basic knowledge first, and then teach step by step; Second, pay attention to quality education, consciously cultivate students' appreciation ability and teach students in accordance with their aptitude.
This class arranges a class hour, emphasizing preview before class, using heuristic and discussion methods in class, paying attention to students' reading and discussion feelings, and teachers' inspection and guidance to help students break through key and difficult points. I divide this lesson into five sections: introducing new lessons, grasping language context, savoring sentences, expanding thinking and improving ability.
Specific teaching process
First, the introduction of new courses.
1. First print a portrait of Comrade Chen Yi with multimedia, and briefly introduce his life, so that students can have a preliminary understanding of Chen Yi, a "marshal poet". This will help students understand the ideological content and artistic style of this group of poems.
2. Then learn the preface to let students know the writing background of this group of poems. According to the preface, ask: What is the function of the preface?
Second, grasp the context.
1, listen to the sample reading recording of three poems.
When listening, prompt the students to listen to the stress and intonation clearly. After listening, let the students read aloud.
2. Students read the whole poem and answer the following two questions.
(1) What do these three poems focus on? What kind of revolutionary spirit did the older generation of proletarian revolutionaries show respectively?
(2) what is the relationship between three poems? What role does the phrase "decapitation" play in the whole poem?
Let the students think, discuss and communicate before giving a clear answer. Let students have a macro grasp of these three poems through these two questions.
Third, taste sentences.
Next, I mainly talk about how I am going to break through the difficulties of this article. My idea is: ask questions, build a knowledge platform for students, lead students to think on the road, and solve the difficulties of this lesson in three steps: through the comparative analysis of several groups of words, let students realize the accuracy of poetic language; By analyzing the rhetorical devices of poetry, let students realize the vividness of poetic language; By analyzing the rhythm and rhythm of poetry, students can appreciate the musicality of poetry language.
1. In order to make students realize the accuracy of poetic language and learn and appreciate these words, I have designed the following questions.
(1) This question is designed for the first chapter: Try to figure out the expressive function of the words added in the following sentences. If you use the words in brackets instead, will you? Why?
Go to Quantai to recruit the old department (receipt, receipt, rate)
Taking this as the standard, one hundred thousand people beheaded Yamaraja (beating, killing and chopping).
By comparing "Zhao" and "chop" with the words in brackets, students will realize that the correct use of some words and phrases can make the finishing touch.
② The second set of questions is designed for the second and third chapters.
A, "this head must be hung in the country", how does the word "must" express the author's thoughts and feelings?
B can the word "good news but not bad news" be replaced by "passing", "floating" and "paying"? What's the difference in expression effect?
C is it ok to change "participating in the revolution" to "participating in the revolution"? Why?
Through the practice of these topics, the first difficulty will be solved.
2. In order to break through the second difficulty and taste the vividness of poetic language, I designed the following question.
What rhetorical devices are used in these three poems, and what are their expressive effects?
Through this topic, students can realize the application of rhetoric in poetry, endow poetry with vitality and make the language of poetry vivid.
3. In order to let students master the rhythm and rhythm of poetry, I take the first poem as an example to guide students to read aloud, so that students can master the rhythm of poetry in reading aloud, thus realizing the musicality of poetry language.
Through the above groups of questions. Let students learn knowledge actively rather than passively in the discussion, so that the key and difficult points of this lesson can be solved by "following the crowd" rather than "cramming".
Fourth, expand thinking.
In order to further consolidate what students have learned and cultivate their comparative reading ability, I have designed the following comparative reading training.
The following three poems are similar to meiling three chapters's. Please compare their feelings.
A. Wujiang River of Li Qingzhao
Live and be a man among men; Die and become the soul in the soul. Today, people still miss Xiang Yu because he refused to live and returned to the East.
B. Lu You's "Xiu Er"
I know that when I die, everything on earth has nothing to do with me. But the only thing that hurts me is that I failed to see the reunification of the motherland.
Therefore, when the great Song Jun team recaptures the Central Plains, you will hold a home banquet ceremony. Don't forget to tell me the good news!
C. Pei's free poems
Life is precious, but love is more expensive. If you are free, you can throw both.
Five, improve the ability
homework
Choose a poem you like, strengthen reading, and prepare to participate in the poetry reading contest in our class.
My lecture is over, thank you!
Lecture Notes of meiling three chapters 21. Speaking of teaching materials
Meiling three chapters is a group of modern poems composed of three seven-character quatrains. Its rhythm is harmonious and its artistic conception is fresh. Language rhetoric is a combination of classical Chinese and vernacular Chinese, and it is a successful example of expressing modern revolutionary feelings in the form of old poems. Therefore, through the study of this group of poems, students can not only understand poetry, but also be influenced by the revolutionary spirit. For many years, "meiling three chapters" has been the basic content in junior middle school Chinese textbooks, which shows that this lesson occupies a very important position in the poetry teaching system.
Second, talk about learning.
Students in Grade One of Senior High School are still in the stage of reciting poems. How to make students gradually rise from the level of reciting poems to the level of appreciation by analyzing textbooks, and truly achieve "from textbooks, higher than textbooks" should be a subject of thinking.
Third, talk about teaching objectives.
1, learn about the author and writing background.
2. Understand the role of metaphor and metonymy in this paper.
3. Understand the author's heroic revolutionary feelings; Learn from Comrade Chen Yi's revolutionary spirit of being fearless in times of crisis.
Students are the main body of learning. Whenever we impart new knowledge to students, we should naturally take into account the original foundation, existing difficulties and some psychological characteristics of our teaching objects in this class, so as to determine the key points, difficulties and teaching countermeasures in a targeted manner. According to the learning situation of first-year students, I have established the key points and difficulties of this paper as follows:
Fourthly, talk about the key points and difficulties in teaching.
1. Appreciate the awesome dedication to the revolution embodied in these three poems. .
2. Understand the conciseness, implicit language and various rhetorical devices of poetry.
Verb (abbreviation for verb) Speaking and teaching methods
How to break through the key and difficult points and effectively complete the teaching task of this course? I decided to proceed from the actual situation of students and grasp two principles: first, pay attention to high perspective and low starting point, implement basic knowledge first, and then teach step by step; Second, pay attention to quality education, consciously cultivate students' appreciation ability and teach students in accordance with their aptitude. This class arranges a class hour, emphasizing preview before class, using heuristic and discussion methods in class, paying attention to students' reading and perception, and teachers' inspection and guidance to help students break through key and difficult points.
Sixth, talk about the teaching process.
(A) scenario import
1934 10, the red army began its long March. At that time, Comrade Chen Yi was seriously injured and stayed in the Central Soviet Area to persist in the struggle. 1in the spring of 935, Comrade Chen Yi led his troops to break through the Central Soviet Area under the enemy's siege and fought guerrilla warfare in southern Jiangxi for nearly three years. These three years of guerrilla warfare were the hardest stage they experienced in the revolutionary struggle. /kloc-in the winter of 0/936, Comrade Chen Yi was surrounded by the enemy in Meishan. Comrade Chen Yi spent more than 20 days in the grass with injuries. Considering that it was difficult to get away, he wrote three poems and hid them in his pocket. The meiling three chapters we are studying today is Breaking Bad written by Comrade Chen Yi at that time.
Design intention: Let students know the writing background of this group of poems.
(2) Introduction of the author
1. First print a portrait of Comrade Chen Yi with multimedia and briefly introduce his life.
Design Intention: Let students know Chen Yi, the "Marshal Poet". This will help students understand the ideological content and artistic style of this group of poems.
2. Then learn words and small orders, and ask questions according to small orders: How many small orders are there?
(3) Reading and perceiving poetry.
1, listen to the sample reading recording of three poems. Reading aloud by recording, students can read aloud, read together, read out their momentum and feelings until they are proficient in reciting, or imitate the recording to read the text.
Design intention: read and listen, understand the stress and intonation, understand the emotion in the poem, and let the students read after listening.
2. Students read the whole poem and answer the following two questions.
(1) What do these three poems focus on? What kind of revolutionary spirit did the older generation of proletarian revolutionaries show respectively?
(2) what is the relationship between three poems? What role does the phrase "decapitation" play in the whole poem?
Design intention: Let students think, discuss and communicate before making clear the answer. Let students have a macro grasp of these three poems through these two questions. At the same time, through the practice of these topics, it is convenient to break through the first teaching difficulty.
(4) Intensive reading and careful study
1. In order to break through the second difficulty and taste the vividness of poetry, I have designed the following questions:
Try to find out the expressive function of underlined words in the following sentences. Is it okay if you change it to the words in brackets? What's the difference in expression effect?
How does it feel to be beheaded today? (Sacrifice, behead)
Go to Quantai to recruit the old department (receipt, receipt, rate)
Taking this as the standard, one hundred thousand people beheaded Yamaraja (beating, killing and chopping).
Good news flies around like paper money (passing, floating and paying)
Design intention: By comparing the words "sacrifice", "move", "chop" and "fly" with the words in brackets, let students realize that the proper use of some words can make the finishing touch. At the same time, through the comparison and analysis of several groups of words, students can realize the accuracy of poetic language.
What rhetorical devices are used in these three poems, and what are their expressive effects?
Design intention: Through this topic, let students realize the application of rhetoric in poetry, endow poetry with vitality and make the language of poetry vivid.
In order to let students master the rhythm and rhythm of poetry, I take the first poem as an example to guide students to read aloud, so that students can master the rhythm of poetry in reading aloud, thus realizing the musicality of poetry language.
(5) Expand your thinking-read the following two poems.
Wu Jiang by Li Qingzhao
Live and be a man among men; Die and become the soul in the soul. Today, people still miss Xiang Yu because he refused to live and returned to the East.
Lu You's "Xiuer"
I know that when I die, everything on earth has nothing to do with me. But the only thing that hurts me is that I failed to see the reunification of the motherland.
Therefore, when the great Song Jun team recaptures the Central Plains, you will hold a home banquet ceremony. Don't forget to tell me the good news!
Design intention: In order to let students further consolidate the knowledge they have learned and deeply understand the author's thoughts and feelings, so as to arouse students' learning enthusiasm, give full play to students' main role and let students "learn".
(6) Class summary
Design intention: These three poems revolve around the idea of "decapitation" and unfold with the idea of "how to mean". Their thoughts and feelings are gradually sublimated and integrated into the past, present and future. The three poems have the same theme, which can be independent and interrelated to form an organic whole. Concentrated expression of the poet's revolutionary optimism, dedication and firm belief in the ideal of * * *. Making a class summary can make students have a complete appreciation of poetry.
Seven. distribute
Learn the third chapter with the above methods to discuss and answer the following questions:
1. What is the main content of this poem? What kind of spirit does it show the author?
2. What key words in the poem embody this spirit?
3. What rhetorical devices are used in this poem? What's the role?