The original text of "Hui Chong Chunjiang Xiaojing" is a third-grade Chinese in a primary school.
Hui Chong Chunjiang Evening Scene [Song] Su Shi
There are three or two peach blossoms outside the bamboo.
Spring River Plumbing Duck Prophet.
Artemisia selengensis has short buds all over the ground,
It is the time when the puffer fish wants to fuck.
Precautions:
Artemisia selengensis: A wild plant with edible stems.
Reed bud: asparagus.
Puffer: a kind of fish with delicious meat, but highly toxic ovary, blood and liver.
Desire: to be.
Top: Sail against the current.
Translation:
Two or three peach blossoms are blooming outside the bamboo forest, and ducks are swimming in the water. They first noticed the warming of the river in early spring.
The beach is covered with Artemisia selengensis, even the reeds are sprouting, and the puffer fish is about to swim from the sea to the rivers.
Teaching plan of Hui Chong Chunjiang Xiaojing, a Chinese language in Grade Two and Grade Three.
Teaching objective: 1. Read ancient poems correctly, fluently and emotionally. Recite ancient poems.
2. Understand poetry, imagine the pictures depicted in ancient poetry, and experience the emotions expressed in poetry.
3. Learn how the author imagines while observing, and use various senses to observe things from multiple angles. Cultivate students' ability of observation and imagination.
Teaching emphases and difficulties:
Understand poetry, imagine the pictures depicted in ancient poetry, and experience the emotions expressed in poetry.
Teaching preparation:
Instructional design:
Firstly, introduce the background and new lessons.
1, Hui Chong was a famous monk and painter in the Northern Song Dynasty, who was good at drawing small animals such as geese and ducks.
2. Introduce the poet Su Shi.
Su Shi: Zi Zhan, named Dongpo Jushi, was born in Meishan (now meishan county, Sichuan). He has high attainments in the creation of poems, words and essays. The poem "Hui Chong Riverside Night Scene" was written by him for this painting by his good friend Hui Chong.
Second, read poems by yourself.
Familiarize yourself with poetry, sketch out words and phrases you don't understand, and teach yourself with reference books.
Third, in-depth exploration
1, guide students to read aloud with emotion.
Pronunciation, pause, intonation, speed of speech, etc. ).
2. Imagine the artistic conception of the poem while reading.
(1) Learn about Artemisia selengensis, reed buds and puffer fish to ease the difficulty of imagination.
Artemisia selengensis: A weed growing in lowlands.
Reed bud: the tender bud of reed.
Puffer: A delicious fish, but highly toxic in the liver and other parts. In offshore areas, they swim against the river and lay eggs in fresh water every spring.
(2) Let the students describe the picture in their own words.
3. What is the poet's feeling that spring is coming?
As soon as the peach blossoms open, ducks paddle in the water, Artemisia selengensis grows vigorously, and fresh reed buds emerge from the soil. )
4. Is the last sentence of the poem the scenery on the screen?
(No, it's the author's imagination based on the scene. )
Four. abstract
1. How do you feel after reading this poem?
(The author captured a few peach blossoms, frolicking ducks, Artemisia, and short reeds on the screen, showing us a vivid picture of spring scenery in Jiangnan water town. Between the lines reveals the poet's love and praise for spring. )
2. "It's just the time for the puffer fish to go". Can you see from the picture?
(This is the association that the author produces by observing things on the shore and on the water. It tells people that peach blossoms are in full bloom, spring water heating, Artemisia sphaerocephala is everywhere, and reeds are everywhere, which is the season of spawning and breeding in the upper reaches of puffer fish. )
Fifth, guide emotional reading and recite ancient poems.
Reflections on the Teaching of Chinese "Hui Chong Chunjiang Xiaojing" in Grade Three of Pian San Primary School
In the teaching of Hui Chong's Night Scene by the River, I adopted the basic idea of promoting learning by reading since enlightenment according to the basic idea of Chinese teaching and the basic characteristics of this poem. Let the students read the ancient poems correctly, fluently and emotionally first, and then read the ancient poems, understand the poems, and understand how Su Shi described the content of the painting "A Moonlit Night on a Spring River". After fully interpreting ancient poetry, students can understand the characteristics of painting into poetry, so as to read, recite and speak in learning. Effectively let students learn step by step and spiral up. Secondly, in the teaching, we should fully reflect the great Chinese view of ancient poetry teaching. On the basis of fully understanding the text and students, we should make teaching live, students learn independently and teachers guide systematically. To this end, I divide the teaching objectives of this course into three stages, and strive to achieve the "three-dimensional goals". Under the realization of the goals in each stage, students can gradually cultivate their reading, expression, analysis and understanding abilities, master relevant knowledge inside and outside the classroom, and master certain learning methods through independent and cooperative inquiry learning. Through students' feelings and in-depth discussion of poetry, students' emotions, attitudes and values are stimulated.
Finally, in terms of teaching strategies, I enrich students' knowledge and broaden their horizons through their understanding and accumulation of extracurricular knowledge. Through students' appreciation, reading and understanding of ancient poems, they can further cultivate their sense of language, feel the richness and charm of language and writing, and let teachers and students reach a * * * relationship with poets in classroom activities. So as to stimulate students' feelings that they are willing to express and improve their Chinese literacy.
In my opinion, both the teaching of ancient poetry and the teaching of texts are inseparable from the participation and experience of students. Only by making students the masters of the classroom can we teach for the sake of not teaching, so that students can master certain basic skills and lay the foundation for their lifelong development.