-a lesson in poetry teaching in junior high school.
Children's poems and simple ancient poems occupy the main position in junior middle school Chinese teaching, so how should poetry teaching be carried out in junior middle school Chinese teaching? Recently, I listened to the teaching of children's poetry and ancient poetry respectively, which was quite enlightening.
The children's poem "One Circle Down" begins with letting children set dolls in Russia and feels the characteristics of a set of dolls. Then show three poems, let the children pick out a poem similar to Russian doll structure, find out the structure of house, box, box, bracelet and bracelet, box, box and house, and summarize the structure of the poem written by the author. The teacher also asked the children to match the writing of "around" with the sounds and actions from big to small and from small to big. Then present an "unfinished" short poem for students to think about the writing rules. Finally, under the guidance of the teacher, the whole poem is "completed" and the writing rules of this poem are summarized again. Feel the magic of "one flower makes a table".
The teacher showed the poems that need to be written again, let the children use their imagination to really write poems, and finally showed the writer's poems: "I won't tell you." Interesting poems aroused children's interest in learning. Then, the story of "detour" in "Rats Eat Biscuits" is easy to tell. Finally, an interesting poem tour in China's classic The Old Monk Tells a Story to the Young Monk is over.
Another teacher teaches "Interesting Digital Poetry". By telling the story of digital poetry, he realized the basic characteristics of digital poetry. He carefully read Zheng Banqiao's Ode to Snow and He Yu Pei's Poems in One Word, and felt the scenery and feelings in digital poetry by reading aloud, imitating and depicting pictures. Finally, taking Zhuo Wenjun's Poem of Complaining Lang as an extension poem of the whole class, we can feel the depth of digital poetry and guide students' interest in digital poetry from in-class to out-of-class.
After two classes, my biggest feeling is that the teacher completed the study of poetry with interest guidance as the main line and feeling the writing characteristics of poetry as the auxiliary line. This teaching design completely conforms to the psychological and cognitive characteristics of junior students, and will naturally receive good teaching results.
The focus of poetry teaching in lower grades is nothing more than feeling the form, tasting the charm and understanding the meaning of poetry. These two courses are dealt with in this teaching focus. The greatest success of these two courses is not here. I think the success of these two courses lies in arousing students' interest in learning. Both teachers use stories or games to lead students to read, guess, imitate and continue writing in different forms in class, so that the whole class can be in a relaxed "game" atmosphere and complete the goals and tasks of poetry teaching in lower grades.