Tianjingsha Qiu Si Teaching Plan 1 Teaching Objectives:
1. Understand poetry.
2. Taste the language and appreciate the artistic conception of poetry.
3. Read repeatedly with emotion and recite skillfully.
4. Understand the beauty of rhythm contained in poetry and improve the appreciation ability of poetry. Teaching emphases and difficulties:
Taste language, experience artistic conception, understand the feelings expressed by poets in poems, read and recite.
Teaching methods:
Read aloud, explore and imagine.
Analysis of learning situation:
The class I teach is one with poor grades. For them, learning poetry may be something other than reading aloud.
There may be no other impression. So before class, I asked the students to collect some poems about homesickness. In teaching, I try to make students read aloud to understand the rhythmic beauty of this poem, and let students restore the pictures in the poem to understand the beauty of the pictures shown in the poem and the homesickness of the wanderer expressed by the poet.
Teaching process:
First, the introduction of new courses.
For more than 700 years, when people talk about Homesickness, they will think of this work. because
Because of its excellent use of scenery contrast, it puts the protagonist in a specific atmosphere, which makes the subjective mood and objective environment highly unified. This is a lyric work with only 28 words, which shows the sadness of a wandering wanderer for a long time.
Second, solve the problem.
Tianjingsha is the title of the song, and Qiu Si is the title of the song. Yuanqu is a genre of China's ancient poetry, which originated in the Yuan Dynasty and is also called Sanqu. Ma Zhiyuan, a famous essayist in Yuan Dynasty, was keen on fame in his early years and suffered repeated failures. He has lived a wandering life for more than 20 years. This song is the crystallization of this wandering life experience, written by the author with blood and tears, is the "swan song" of the Yuan Dynasty, and is praised as the "ancestor" by the Yuan people.
Third, read poetry aloud.
1, teacher's music reading
2. Students read together
3, students should divide the rhythm of poetry, pay attention to stress:
Dead vines/old trees/faint crows, small bridges/flowing water/people's homes, ancient roads/west winds/thin horses. Sunset/sunset, heartbreaking/being/the end of the world.
Students read aloud to the music.
Fourth, students' cooperation.
1, students close their eyes and imagine this picture with the teacher's description, feel the content and feel homesick _ _
On the evening of late autumn, a travel-stained wanderer rode a thin horse and walked alone on the ancient road against the cold west wind. He walked past the tree covered with withered vines and saw crows hovering in the treetops at dusk. The crow at dusk will return to its nest. He walked across the small bridge on the stream and saw the "small bridge flowing water", and the kitchen was constantly smoking.
Elegant and comfortable scene. At this time, the sun will be the same as before, and the sun will go home. He hasn't found a place to kill time, and it will be a long and difficult night to meet him. Alas, having a home to go back to is heartbreaking and heartbreaking, which is even worse. Ask how much sorrow you can have, just like a river flowing eastward.
2. The students exchanged their imaginary pictures and the homesickness expressed by the author. Students draw strokes according to the information provided by the works to deepen their thinking.
3. In groups of four, discuss the following questions:
(1) What are the nine kinds of scenery written in the first three sentences and eighteen sentences of this poem? What do you think is the advantage of doing so?
(2) Understand what is written at the end of the article: What kind of person should a heartbroken person be?
(3) Tell me about the author's feelings in this poem. How is its "scene blending" reflected in the text?
The above questions are discussed by students and properly guided by teachers. * * * It is also clear that:
(1) This poem * * * describes nine kinds of scenery, such as rattan, book, crow, bridge, water, home, road, wind and horse. Every word, every word and every scene can really be described as "cherishing ink like gold", but it is not simple. The names of nine kinds of scenery are all preceded by withered, old, faint, small and small.
(2) Walking alone on the desolate ancient road, riding a thin horse to meet the west wind, the sun sets, and the sad people wander at the end of the world without finding a place to stay. It will be a long night to meet him, and he can't help but feel sad and deeply grieved. Heartbroken man is an extremely sad traveler wandering at the end of the world. This sentence reveals
The meaning of "Qiu Si", as to why wandering here? Where on earth is he going? These meanings can be left to the reader to imagine.
(3) This poem aims to express people's tragic feelings at the end of the world, but people's feelings are abstract and difficult to express. The author vividly depicts this sad feeling with the traditional writing method. Dead vines, old trees, crows, bridges, flowing water, people's homes, ancient roads, westerly winds, thin horses and sunset are all tangible things.
4. Read and recite poems in chorus.
Verb (abbreviation of verb) expansion and extension
Let the students exchange their collected poems and start a reading contest to improve their reading level. Each group started a competition to see who recited more poems.
Abstract of intransitive verbs
This poem only uses 28 words, showing the sorrow of a wandering wanderer for a long time. Except for the last sentence, it's all scenery, but every word says "love" The ancients said that "all scenery is related to emotion" and "clear sky and Wan Li sand? "Qiu Si" is a masterpiece with feelings and scenes. When people talk about Homesickness, they will think of this work.
Seven. homework
Expand your imagination and rewrite Tianjin Sha Qiu Si into an essay.
Tianjin sand Qiu Si lesson plan Chapter II Judges and teachers:
Hello everyone! Today, I said that the topic of our class is Ma Zhiyuan's poem Qiu Si in the Clear Sand. I will explain this lesson from the aspects of teaching objectives, teaching difficulties and teaching process.
Teaching objectives
1 knowledge and skills: read aloud with emotion until you recite; Through comparison, appreciate this poem, try to figure out the author's feelings and understand the artistic conception of the work.
2. Process and method: independent, cooperative, exploratory and practical learning methods.
Aesthetic education: understanding the rhythmic beauty contained in poetry and improving the appreciation ability of ancient poetry works. Cultivate students' feelings of loving their homes and relatives.
Second, teaching focuses on difficulties.
1 focus: recite poems; Taste the language and understand the author's artistic conception; By expressing some emotions.
2 Difficulties: Using aesthetic point of view, we can understand the beauty of rhythm contained in poetry and improve our appreciation of ancient poetry.
Three. teaching process
1 Introduce a new lesson: In ancient times, traffic was inconvenient and communication was underdeveloped, so "Qiu Si" became an eternal theme. Today, let's walk into Ma Zhiyuan's Jing Tian Sha Qiu Si to appreciate how the poet expresses his wandering thoughts.
2 Problem solving: "Tianjingsha" is the title of the song, and "Qiu Si" is the title of the song. Yuanqu is a genre of China's ancient poetry, which originated in the Yuan Dynasty and is also called Sanqu. Ma Zhiyuan was a famous essayist in Yuan Dynasty, also known as "Guan Hanqing, Wang Shifu and Bai Pu". Ma Zhiyuan was keen on fame in his early years, and he was frustrated and wandering for more than twenty years. This song is the crystallization of his wandering career experience. The author wrote it with blood and tears. It is the "swan song" of the Yuan Dynasty and is praised as the "ancestor" by the Yuan people.
3 Comparative understanding:
Combining multimedia pictures and music (don't ask me where I came from-), the teacher made a synchronous explanation:
Riding a thin horse alone on the desolate ancient road, the northwest and north winds blow, rolling up dust and coming face to face, making people feel chilly. He looked around: not far away, some old trees were wrapped with some dead vines, and some homing crows croaked on them, which was creepy. In the distance, a stream winds to the distance; There is a bridge on the stream, and several families are located on the bridge; Plumes of smoke rose from the roof. At this moment. The tramp remembered the familiar song again: (the teacher sang)
Wandering people miss you, dear mother; Wandering around the world, there is no home. The winter wind blew away my tears with snowflakes. Walking, walking, walking, how many years have passed. The grass has sprouted in spring, and it's another spring and summer.
He secretly asked himself: How is his hometown recently? How are your relatives recently? He doesn't know anything. Birds go home, men prepare dinner, but there is no place to live. How can they not be deeply grieved? Looking at the twilight in the distance, he led a tired horse and walked forward, walking, walking-.
Read poetry according to rhythm and stress, and think about the difference between poetry and multimedia images. (Teachers read aloud, students read aloud in chorus)
Dead vine/old tree/faint crow, small bridge/running water/family, ancient road/west wind/thin horse, sunset/sunset, heartbroken person/in/at the end of the world.
On the basis of students' cooperation and exploration, the teacher gave instructions:
In order to highlight the desolation and sadness of the picture, the original poem organically combines nine unrelated scenes, such as rattan, tree, crow, bridge, water, home, road, wind and horse, with only 28 words in one word and full of sorrow everywhere. (hint: refine the text; Crows have homes? Small bridge and flowing water-a warm home? Where are the vagabonds? At this moment, how can a wanderer not be deeply grieved? The last sentence focuses on the homesickness of the wanderer. (picture)
All landscape words are sentimental words.
The sadness of dusk
Autumn scenery sets off
Picture loss
Multimedia pictures are also used to express the theme of "Qiu Si", but in different ways. In order to highlight the characters, vagrants will appear first, and naturally they will see, hear and think of the word "you", which can not help but remind people of the past lives of vagrants. The song is sung by modern people, and the teacher easily travels through time and space just right. It can be seen that imagination plays a very important role in speaking and speaking, which can make what is said and written more tortuous and vivid, and make the characters described and written more full.
4 Read aloud, recite and recall.
5 :
The teacher has done statistics before, and many students like autumn. Yes, autumn is a harvest season. There are many touching stories and vivid scenes in autumn, and there are many scenery to describe-write an article on the topic of "Missing in Autumn" for one or several aspects that you feel most deeply. Requirements: about 500 words; On the premise of writing clearly one or two aspects, you can write your own thoughts on people, things and scenery, or you can write your own thoughts on people, things and scenery.
Homework: Recite and copy the text after class.
The supplementary explanation of the teaching process includes: the introduction of new courses, the main contents of the classroom, the process of asking questions in the classroom and solving key and difficult problems; Design and arrangement of classroom activities (including group discussion, etc. ), the estimation of students' thinking and answering questions; The use of multimedia-aided teaching courseware and the arrangement of blackboard writing; Classroom exercises, courses, assignments and other links. According to the requirements of preparing lessons, complete the lesson plan in a planned way. If there is not enough space, you can increase it yourself.
Tianjin Sha Qiu Si Teaching Plan Sany, Teaching Content
Chinese Education Edition "Compulsory Education Curriculum Standard Experimental Textbook Chinese" Grade 7 (Volume II) Lesson 25 "Tianjin Sha Qiu Si"
Two. Teaching objectives
1. Knowledge and ability objectives
(1) memorize the literary knowledge about the author and master the stylistic knowledge of Sanqu.
⑵ Reading and reciting the whole song correctly can accurately grasp the ideological content and feelings of this song.
⑶ Learn the method of analyzing poetry, perceive the artistic image in poetry, and improve the ability of appreciating poetry.
2. Process and method objectives
(1) Understand the reading skills of poetry, read it repeatedly, and experience the rhythmic beauty of poetry.
⑵ By tasting the language of poetry, we can appreciate the emotional charm and artistic conception of poetry, cultivate imagination and cultivate sentiment.
⑶ Knowing people and discussing the world, we can grasp the theme of poetry by understanding the author and writing background.
3. Emotional attitudes and value goals
(1) Learn from the author's attitude of observing and understanding life.
⑵ Appreciate the artistic conception in poetry, feel the thoughts and feelings expressed by the author, and love the language of the motherland.
3. Emphasis and difficulty in teaching
1. Teaching focus
(1) Read the text with emotion, understand the content of the song and taste the interest in the song.
(2) Recite and memorize the whole song.
2. Teaching difficulties
(1) Develop a sense of language by reading aloud.
⑵ Appreciate poetry from the perspective of language, understand the interest in the song, and improve literary literacy.
Four. Class plan
One class hour
Interactive teaching design of verbs (abbreviation of verb)
(A) creating situations and introducing new courses.
1. Introduce the text and Sanqu.
The development of China's ancient poetry has different styles in different historical periods, such as Tang poetry, Song poetry, Yuanqu and so on. Tianjingsha Qiu Si is a masterpiece of Yuan Dynasty. Yuanqu is an art form after Tang poetry and Song poetry, and it is a new poetic style, including zaju and Sanqu. Sanqu is divided into poems and collections. Xiao Ling was also called "Ye Er" in Yuan Dynasty, and each poem can be independent, which is equivalent to a poem or a poem. Because it is singing, there are different tunes; Each piece of music has a name called Qupai, which indicates different musical forms and specifies different words, sentences, levels and rhymes. Qupai indicates tunes, and there are other topics. A poem often has a tune, that is, a poem and a tune, but there are exceptions. Tianjingsha Qiu Si belongs to Sanqu poetry.
2. The author's brief introduction and writing history.
Ma Zhiyuan (1250 ~ 132 1) was a famous playwright and essayist in the early Yuan Dynasty. He is a famous writer in Liyuan, and he is also known as the "Four Masters of Yuan Opera" with Guan Hanqing, Zheng Guangzu and Bai Pu. Ma Zhiyuan lived in the Yuan Dynasty, when Mongolian nobles ruled China. Ethnic contradictions are very acute, the people are severely oppressed, and intellectuals are reduced to prostitutes and beggars. "Some literati who took to the official career are still unhappy because of the discrimination of the rulers. As Hu Shi said in the Ming Dynasty,' Zhongzhou people are often depressed and have no ambition ... so they use useful talents to ease their feelings and cover the so-called people who can't express themselves' ". When Ma Zhiyuan was young, he was obsessed with fame and had been a local official. At the age of 50, he left the officialdom, lived a life of "a fairy in the wine, a stranger in the dust, a friend in the forest", indulged in mountains and rivers, sent love poems and wine, became a proud and cynical poet, and his heart was still full of grievances. His most famous play is Autumn in the Han Palace. He wrote more than 120 Sanqu in his life, among which "Qiu Si" is the representative of "lamenting the world". Today, we will taste the song Tianjingsha Qiu Si, which is known as the "Father of Qiu Si".
(2) Dialogue with the text and perceive the text.
1. Student activity: Students listen to the tape, listen to the correct pronunciation and rhythm, and then read aloud by themselves. Pay attention to find out the words in the text that you think are easy to read and difficult to understand.
Pronunciation: ya (yá) thin (shòu)
Meaning: faint: dusk, evening. Dead vine: dried vine. Broken-hearted person: refers to a person who is wandering outside and misses his hometown or relatives.
Rhythm:
Tianjin Sha Qiu Si
Ma Zhiyuan
Dead vines/old trees/faint crows, bridges/running water/people. An ancient road/west wind/thin horse. Sunset/sunset, heartbroken/in/on earth.
2. Students read the text with emotion and feel the text initially.
Students describe what is written in the article: On an autumn evening, a wanderer riding a thin horse walked slowly along a desolate ancient road. By the courtyard of a small bridge and flowing water, on an old vine, crows are returning to their nests. The wanderer didn't feel sad because of it.
3. Students reread the text and ask questions and discuss from the aspects of content, thoughts and feelings, artistic features, etc. Discuss and communicate in groups and then summarize with teachers and students.
(1) What kind of picture does the first three sentences of the song depict? How does it express the author's mood? What are the characteristics of words?
The first three sentences of this poem depict a bleak, desolate and quiet picture, expressing the author's lonely feelings during the journey. Three poems use nine nouns, one word, one word and one scene. Adding modifiers to the nouns of all things to express their own characteristics makes all things have distinct personalities, and also makes irrelevant things form a unified whole in the desolate twilight of late autumn, forming a vivid scene of late autumn, which is more subtle in simplicity. This kind of language phenomenon, which skillfully arranges and combines several interrelated typical scenes to form a set of vivid pictures, is called brocade arrangement. This technique makes sentences concise and words concise.
But as long as we don't pay attention in reading, we will feel that nine nouns are juxtaposed, and the rhythm is basically two syllables and one beat, which is very monotonous and slow, just like an old man walking on crutches and shaking all over. This rhythm is consistent with the tone of the poetry content, which is just suitable for expressing the author's inner feelings of desolation, helplessness and even a little dull. This rhythm reads word by word, and this repeated pause gives people a dull, boring and boring feeling. In addition, the words "withered", "old" and "faint" in the first sentence, and the words "ancient", "western" and "thin" in the third sentence all contain infinite sadness, a "sad scene" that makes life sad and boring, so that readers can easily feel the loneliness and bitterness of the author at that time.
(2) What are the last two sentences of this poem written respectively?
"Xi Shen" pointed out the specific time and took care of the word "faint" in the previous article, which paved the way for landscape writing. Heartbroken Man at the End of the World points out the protagonist and expresses the sadness of street children at the end of the world belonging to Zhang Xianzhi. This sentence is the main idea of the whole article.
(3) What's the difference between the second sentence and the first and third sentences? What role does it play in expressing the theme of the whole poem?
The first sentence describes the scene of late autumn, withered vines, old trees, crows groaning, "withered vines", "old trees" and "faint elegance" The picture presented to people is gray-black, giving people the feeling of being lifeless and lifeless, just like an old man who is dying. This renders a bleak and desolate artistic conception, which implicitly shows that travelers are homeless. The third sentence writes that the ancient road is desolate, the west wind suddenly rises, and the horse is tired and thin because of the long journey, which once again highlights the sadness and confusion of homelessness; Reflect the lonely feelings of travelers on the road from the side; An "ancient" word pushes the personal bitterness of the wanderer to the ancient and modern times, which is enough to arouse readers' rich associations and * * * sounds. The second sentence depicts a gentle, elegant and quiet picture. "Small Bridge" is a building with communication barriers, which also means emotional communication; "flowing water" is clear and pure, and contains rich vitality; "People's Home" is a warm place where there are songs and laughter. What is written here is that others have a home, but I don't, which adds a feeling of homesickness; In stark contrast to one or three sentences, it even triggers the homesickness of the wanderer. If all other sentences in the poem are written in a positive way, then the second sentence is written in a negative way, which aggravates the sadness. It can be regarded as "writing sadness with joy" and "doubling its sadness"!
In a word, the first few words of the song are to create an environment and atmosphere for the characters behind. Heartbroken people appear in those provocative artistic conception, and it can be said that the scene is also the "heartbreaking scene" of heartbroken people.
(4) Students read the poem carefully again to see what features it has in writing.
① Static scenes correspond to dynamic scenes. In this poem, the author skillfully and naturally brings nine relatively independent things into a picture, thus forming a mutual contrast between movement, light and shade, background and subject. For example, the quietness of the environment is reflected in the movement of "flowing water", the quietness of "small bridge" and "home"; The desolate road is set off by "west wind" and "ancient road"; The ease of "Little Bridge Flowing Water" and the contrast between Jing Ya and "The heartbroken man is at the end of the world" make "The heartbroken man" even sadder.
(2) Scenery and emotion. The purpose of this poem is to express the sadness of people who have fallen to the end of the world. With the help of traditional writing methods and landscape pictures, the author vividly depicts the original abstract and difficult-to-express sadness. In real life, natural scenery is originally emotionless, but when the author brings these objective things into aesthetic comprehension and feelings, these things are endowed with emotional colors, which are integrated with people's feelings. Bridge, Running Water and Family are all very common scenes, but when they are in the same scene as Tianya heartbroken, they are no longer isolated scenes, but trigger heartbroken people and bring a sad atmosphere to the scene. This is the truth that "feelings are revealed by scenes, and scenes are born by feelings".
What do you think is the main idea of this song through our reading, discussion and analysis?
From the reading and appreciation of the whole poem, we know that the wandering wanderer's mood at this time is: seeing the crow returning to the nest in the evening and seeing the yard next to the bridge by the stream, he can't help but miss his loved ones. This is the homesickness of the poet in his poems. As a wandering poet, when the sun sets, he is still heartbroken and ancient. At this time, even the horse is thin, what can you say about people? Even so, you should be like a vagrant through the ages. No one knows where you come from and where you want to go. They just walked silently, wandering around the world. This further reveals the poet's wandering worries. Why do poets have those troubles of traveling and homesickness? Judging from the poet's life experience and the era in which he lived, it was mainly that the poet had a rough life and drifted abroad. Perhaps it is "the road is long and its Xiu Yuan is Xi, and Xiu Yuan is Xi, so I will go up and down for it"? This further reveals the poet's frustration in life. In a word, the poet's worries about homesickness, wandering and life frustration in his poems fully show that the author's Qiu Si is really worried about autumn! This poem vividly depicts a wonderful scene of late autumn, expressing the sad feelings of wandering wanderers who miss their hometown and are tired of wandering in autumn.
3. Blackboard design
Qiu Si (Sanqu) writes about the dead vine and the old tree and the faint crow (writing about the scenery and touching the autumn dusk)
Emotion in scenery description
Ideas about travel
Sad scene of flowing water on a small bridge (lonely homesickness)
The ancient road, the west wind and the thin horse are sad (the sadness of the wanderer)
Lyric sunset (specific time and environment) lays the groundwork for sadness.
The sadness of a broken-hearted person wandering at the end of the world (point out the main idea)
Third, ability training, learning feedback
3. Students read the text by themselves and write the artistic conception depicted in the song in the language of prose.
Example: At dusk in late autumn, a travel-stained wanderer rode a thin horse and walked alone on the ancient road against the chilly west wind. He walked past an old tree covered with withered vines and saw crows hovering in the treetops at dusk. He crossed the small bridge across the stream and came to the doors of several families by the stream. At this time, the sun is about to set, but he hasn't found a place to stay. It will be a long night, and he can't help feeling sad and deeply sad.
4. Students silently read, recite and write the whole song.
5. Finish the third question after class.