1. The teaching plan of "Three Ancient Poems" in the ninth lesson of the first volume of Chinese in the fourth grade of primary school.
Teaching objectives: knowledge and skills
1. Read and write the new words and phrases in this lesson correctly.
2. Guide students to read ancient poetry repeatedly through multimedia to understand the artistic conception and meaning of poetry.
Process and method
When studying this lesson, students can be guided to solve poetry problems first, know the author, and stimulate students' interest in learning by designing suspense. Then read the ancient poems by yourself, grasp the rhythm, and then understand the poems through free communication, guide reading, understand the usage of words and the artistic conception of poems, and experience the poet's thoughts and feelings in understanding and reading.
Emotions, attitudes and values
Stimulate students' love for nature and the splendid culture of the motherland, and cultivate students' interest in beauty and aesthetic ability.
Teaching emphases and difficulties:
focus
Guide students to appreciate ancient poems and accumulate famous sentences in them.
difficulty
Experience the philosophy contained in the poem.
Teaching preparation:
Teacher: Make multimedia courseware, guzheng song "Fishing boats sing late".
Student: Collect information about the authors of three poems.
Teaching time:
3 class hours
first kind
Teaching objectives:
1. Read and write the new words and phrases in this lesson correctly.
2. recite ancient poems with emotion and recite them.
3. Understand poetry and appreciate the artistic conception of ancient poetry through flexible learning methods such as imagining artistic conception and describing artistic conception when reading.
4. Imagine the scene described in the poem and feel the poet's love for nature.
Teaching emphases and difficulties:
focus
Understand poetry and appreciate the artistic conception of ancient poetry.
difficulty
Imagine the scene described in the poem and feel the poet's love for nature.
Teaching process:
First, the picture introduces a new lesson.
1. (Multimedia playing guzheng music of "Fishing Boat Singing Late" and enjoying "Sunset Shining on the Water" and "New Moon Rising") What do you want to say when you see such a beautiful picture? Tell the content of the picture in your own words. The students spoke in detail and the language was beautiful, but there was one person who was better than you. It took him only 28 words to describe the artistic conception of these two paintings to the fullest. do you believe that？ Want to know who he is? What did he say?
2. Watch multimedia (walk into the author and text) to understand the background of the poet and his poems.
Second, guide the study of poetry and experience the artistic conception.
1. Understand the meaning of the question.
(1) How to understand the title of Ode to Mujiang?
(2) Is this poem a landscape or a narrative from the title? When did you write the scenery?
2. Students read poems by themselves, initially understand the meaning of ancient poetry, boldly imagine according to their own understanding of poetry, and draw a "Mujiang Song" with colored strokes.
Third, understand and experience poetry.
1. Choose some representative pictures with wrong questions from students' paintings and stick them on the blackboard, so that students can observe and compare poems and essays.
2. The first two sentences of multimedia presentation: "A setting sun is spreading in the water, half river rustling, half river red". What kind of scenery do these two poems describe?
3. The last two poems are presented in multimedia: "Poor September 3rd night, the dew is like a real pearl like a bow".
(1) Show your notes and read the last two poems of since the enlightenment by yourself.
Poor: cute.
Like: like.
(2) What is the meaning of "dew is like a real pearl, and the moon is like a bow"? Answer by roll call.
(3) Why "dew is like a real pearl, and the moon is like a bow"? The teacher pointed to answer. Because it is the lovely third night of September, the third day of September is the beginning of the month, and the moon is still a curved crescent. )
The last poem uses two metaphors. What are they comparing? Can you say it?
Teacher's advice: compare the moon to a bow and the dew to a shining pearl.
(1) Question: When is the riverside scenery depicted in the poem?
From evening to night, the riverside scenery shows that the poet enjoys it from dusk until the new moon rises. )
(2) What kind of thoughts and feelings can you feel from the scenery described in the poem?
You can feel the poet's joy and love for nature.
5. Read the instructions aloud.
(1) Please read the ancient poems freely to see who can read the beauty of rhythm and rhythm and the poet's feelings.
(2) (The teacher plays an animation: the poet is standing by the river and reciting deeply) At this time, you are Bai Juyi who is dressed in ancient costumes and reciting poems in the face of wonders ... Who will show you first?
(3) Is there anything different from his understanding? Read with your understanding! All students are free to read in the way they like.
It tickles my heart to see the students reading in full swing. Who will try to read with the teacher?
(5) Listen to the model essay and read aloud. (Showing courseware: Yi Yi/Sunset/Park Water, Half River/Se Se/Half River Red. Poor/September/third night, dew/beads/moon is like a bow. The first sentence is gentle and sincere; The second sentence, Marvel Comics; The last two words of praise)
(6) Look at the pictures, listen to the music and read them aloud in unison. (Presenting Qiu Jingtu and playing classical music)
Fourth, paint and feel the beauty of poetry.
By studying poetry, the students learned about the scenery of the river from evening to night in the poems of late autumn. Can you color these two pictures correctly?
Second lesson
Teaching objectives:
1. Read and write the new words and phrases in this lesson correctly.
2. Emotionally recite ancient poems, recite ancient poems and memorize them.
3. Experience the poet's praise for the magnificent and changeable scenery of Lushan Mountain and the philosophy of life contained in the poem.
Understand the meaning of this poem and be able to communicate your feelings with others.
Teaching emphases and difficulties:
focus
Guide students to appreciate ancient poems and accumulate famous sentences in them.
difficulty
Experience the philosophy of life contained in poetry.
Teaching process:
First of all, introduce poets and new lessons.
1. Today we are going to learn a poem by Su Shi, a writer and painter in the Song Dynasty. (blackboard writing: title Xilin wall)
2. Who told you about Su Shi?
(Students introduce Su Shi's life and the background of writing this poem, and the teacher gives directions to supplement)
Second, autonomous learning, initial perception
1. Free to recite poems, accurate pronunciation, correct reading and fluency.
2. Read and check each other at the same table to understand the general idea.
3. Read by name, pronounce correctly and read the rhythm.
Looking at the ridge/side/peak, far and near/high and low/different.
I don't know/Lushan Mountain/true face, but I am/am/on this mountain.
4. With the help of notes and dictionaries, understand the meaning of words and phrases in the poem, and mark the places you don't understand.
5. Study in groups, communicate and discuss, and try to solve problems that you don't understand.
Third, report and exchange, in-depth understanding.
1. Team report.
2. Teachers should correct and guide the problems in students' reports and ask questions in time: How can we see the true face of Lushan Mountain? Have you ever seen things from different angles with different results? What inspiration did this poem give you?
3. Read ancient poetry with emotion, imagine the picture of ancient poetry, and experience the artistic conception of ancient poetry. (Teachers demonstrate reading)
4. Two students read from each other and have a deep understanding.
5. Group solitaire practice reciting.
Fourth, the summary method
First reading, accurate reading; Read it again to get the general idea; Read for the third time to understand the meaning of the sentence; Fourth, read and experience emotions; Read and imagine this situation.
Blackboard design:
The third category
Teaching objectives:
1. Read and write the new words and phrases in this lesson correctly.
2. Emotionally read and recite ancient poems.
3. Understand the general idea of ancient poetry, and comprehend the truth contained in ancient poetry.
Teaching emphases and difficulties:
focus
Read and recite ancient poems emotionally.
difficulty
With the help of annotations, we can understand that people and things have their own advantages and disadvantages, and we should learn from each other.
Teaching process:
First, the introduction of new courses.
1. In winter, what students want most is the next snow. The teacher brought some pictures for everyone to feast their eyes on. Courseware shows that people call snow the messenger of spring.
In winter, we always mention a plant, that is plum blossom. Courseware display: People also call Mei the messenger of spring.
3. So who is more beautiful when Xuemei strives for spring? Today we are going to learn a song "Xue Mei".
Second, learn ancient poems.
1. Read poems freely, pronounce them accurately and understand sentences.
2. What does the author want to tell us in the poem? Let's understand poetry. Read the notes by name. Combine notes, communicate with your deskmate and talk about poetry.
(1) The meaning of the first sentence and the second sentence: Plum blossoms and snow compete for spring, and no one gives in. Even a poet needs to put down his pen and think about it, which requires a lot of thought.
(2) The meaning of three or four sentences: Plum blossoms are three points worse than snow in color and white, while snow loses to plum blossoms in fragrance.
(3) White is the strength of snow and the weakness of plum blossom; Pleasant fragrance is the strength of plum blossom, but it is the weakness of snow. (blackboard writing: each has its own length)
(4) Guide to read aloud with emotion. (unyielding tone; The poet's awkward tone; Each with a long and short sound)
3. Why can't snow compete with Mei for spring? If there are no plum blossoms, the whiteness of snow will not be reflected; Without the cold of snow, it is impossible to show the noble character of plum blossom that is not afraid of wind and frost and reveals fragrance. How can it be more perfect? (blackboard writing: learn from each other's strengths)
4. Let's walk in the snow in Xun Mei and see the beautiful notice! (Courseware leads to the theme) Only by learning from each other's strengths, there are both crystal white snow and falling plums, which is the most beautiful scenery in winter and the most beautiful messenger in spring.
This poem about Xuemei not only shows us the beautiful scenery of Xuemei, but also tells us that we should learn from each other. Let's recite an ancient poem.
Third, expand and extend.
1. After writing this poem, the author was deeply touched and wrote Xue Mei, which is a supplement and explanation to the previous one. Let's have a look. (The courseware shows Xue Mei ②)
2. Reflections on the teaching of "Three Ancient Poems" in the ninth lesson of the first volume of Chinese in the fourth grade of primary school.
There are similarities among the three ancient poems, Ode to Mujiang, Xilin Biti and Xue Mei, but they also have their own emphases and describe different things from different angles. In the teaching of ancient poetry, it is more important to read and recite on the basis of understanding the general idea of ancient poetry, and to know a certain philosophy of life. 1. Teaching effect (thinking effect).
The teaching of ancient poetry has always been difficult to grasp. Many students who study ancient poems have recited them fluently, but it is extremely difficult for them to understand the moral. If they don't grasp it well, the class will be boring, so I try to guide the students by creating situations. How to guide students to understand the charm of ancient poetry is also a difficult point in the teaching of ancient poetry.
Some sentences in ancient poetry are difficult to understand, such as the inner meaning of the poem "I don't know the true face of Lushan Mountain, but toward which corner of the mountain". I tell students a truth: "If you want to know the essence of things, you must grasp them comprehensively and objectively and analyze them calmly so as not to be confused by local phenomena." That is what we often say, "the beholder is clear." Let the students discuss with their real life and know how to look at the problem from different angles in the future.
There is also the saying that "the snow in Mei Xu Xun is three points white, but the snow has lost a piece of Mei Xiang", and it is also necessary to guide students to understand the truth that "the feet are short and the inches are long".
2. Teaching gains (thinking).
(1) Learning ancient poetry is based on "reading". In the whole teaching process, teachers can let students actively participate in learning activities, inspire students to read, fully respect students' existing experience and pay attention to resource development. On the basis of understanding key words, we should grasp the root of "reading" and combine the characteristics of situational beauty of ancient poetry to actively create situations, enrich students' emotional experience and promote students' understanding and sentiment. Then let the students recite it repeatedly, feel the artistic conception of the poem, cultivate reading ability and stimulate reading interest. It would be better if you could find students to guide you alone in the writing process.
(2) Grasp the key words and deepen the understanding of ancient poetry. For example, inspire students to master keywords such as "shop" and "rustling", as well as the image metaphors of "pearl" and "bow", and understand the font and meaning of "sword and instrument"; For example, the understanding of the word "poor"; For example, the subtlety of "A wisp of setting sun spreading in the water" is to "pull one hair and move the whole body", thus retaining the overall beauty of ancient poetry, allowing students to read freely and feel their own personality space.
(3) Respect students' reading willingness. I give students enough time in class to practice reading independently, instead of reading aloud in chorus in class, so as to familiarize themselves with it, cultivate their sense of language about ancient poetry and integrate the language of ancient poetry into their own language.
3. Shortcomings (missing).
The teaching of ancient poetry is simple, but there are still many problems in the teaching process. For example, many questions may not meet the understanding level of grade students. The disadvantage is that the classroom is limited to the study of three ancient poems, and there is no proper expansion and extension. The understanding of ancient poems can not be limited to this poem, but should be related to related materials, and a large number of related ancient poems should be developed, so as to realize the truth that "learning is everywhere"
4. Improvement measures (thinking about reform).
3. Reflections on the teaching of three ancient poems in the ninth class of Chinese in the fourth grade of primary school.
Ode to Mujiang: The ancient poem Ode to Mujiang was written by Bai Juyi on his way to Hangzhou, showing a colorful sunset scene in Qiu Jiang.
When teaching this poem, I designed the following learning steps: knowing the poet and solving the poem; Understand the meaning of words and sentences; Style poetry, understand poetry. By learning to understand the scenery described in poems and ancient poems, most students can read and recite ancient poems with emotion and understand the thoughts and feelings expressed by the authors. Generally speaking, I am satisfied with this course, and I feel that there are several places that are not good enough:
First, break the title of the poem, introduce the author, and then introduce the writing background, which is helpful for students to understand the poem.
Second, after answering the questions, we should give the students an encouraging evaluation in time. My evaluation method in this class is a bit single, lacking motivation and sometimes not timely.
Third, the teaching methods are not flexible enough, and students' learning enthusiasm has not been fully mobilized.
Fourth, there is not enough time to recite ancient poems, so we should read them in various ways.
Title Xilin wall:
When teaching the poem "Topic Xilin Wall", I arranged for students to consult relevant materials before class, including the poem on the topic wall, Su Shi's life, Su Shi's other works, etc., so as to review the materials previewed before class, so that they can have a more comprehensive understanding of the background and related contents of the poem, which is more conducive to poetry learning.
Because the meaning of this poem is very simple, students can roughly understand the literal meaning by reading the notes. So when I teach this poem, the key point is to make students feel the truth contained in the poem. I will use the method of discussion and study to let students explore the meaning of this poem, so that everyone can understand a truth: "If you want to know the essence of things, you must grasp it comprehensively and objectively and analyze it calmly, so as not to be confused by local phenomena." On the basis of understanding the meaning, I ask students to discuss with real life. For example, what should we think of a classmate? Do you only see his shortcomings or his advantages? You can also give other examples to tell students how to look at problems from different angles in the future. In real life, what other examples have you found that you can see different things from different angles? Let the students discuss with real life. Unexpectedly, the students' answers surprised me! They told me many examples that I didn't find. I have to praise their observation. I asked another question: What inspired you to learn ancient poetry? Their answers are also in place. Through this kind of study, two purposes have been achieved. First, understand the emotion and reason in poetry, and cultivate students' initial feeling ability of ancient poetry; The second is to broaden students' horizons, let them feel the magnificence of the motherland's scenery and stimulate their feelings of loving the motherland. And I know how to treat people and things correctly. I think it is better for students to read and feel as poets when teaching ancient poems.
The whole class is strung together with the line of "enjoying beautiful scenery and famous poems", which is vivid. In this class, I also achieved personalized reading and diversified feelings, so that students can taste the charm of "painting in poetry, song in poetry and reason in poetry" and achieve the purpose of learning.
Of course, there are still some shortcomings:
1. Because students have a lot of feelings, the content of the preset expansion is not displayed; Although we try our best to pay attention to every student and design diversified evaluation methods, explanatory evaluation methods and guiding evaluation methods, we still feel imperfect when we really get to the classroom.
2. When dealing with teaching difficulties, I am a little eager to achieve success. In the study of the first two poems, the students have basically understood that "you can't see the true colors of Lushan Mountain, just because you are in Lushan Mountain, it seems that you can only see part of Lushan Mountain". However, when they were inspired by the ancient poems, the students' thinking couldn't turn around, so I gave them instructions directly, without giving them a chance to think, discuss and communicate (I'm worried that time is running out). In fact, students should be given enough time to think and discuss. If the final extended reading can't be finished, it can be put after class.
Xue Mei:
Through this lesson, I have the following gains:
1.* introduces a single poetry teaching mode.
Traditional poetry teaching is teaching poetry: revealing the theme of poetry, understanding poets, reading poetry, understanding poetry, experiencing poetry and reciting poetry. The teaching method is linear and modular. I think my class has a broad vision and reconstructs the classroom with plum blossom as the theme. Starting with the poems of Yongmei, a poet of past dynasties, we can understand the color, fragrance and inner spirit of plum blossom and show its broader cultural background. Then cut into the text and interpret the text. Therefore, this course can not be simply classified as tools or humanities, but I think it is more cultural.
2. Improve the aesthetic art of poetry teaching.
It means innovation. Every teaching link, teaching details and even the teacher's teaching language of this class are carefully polished by the teacher, just like being washed in milk. For example, the innovative art of poetry reading-teachers and students read together, read repeatedly, read back and forth, create situational reading, and read step by step, which is poetic and memorable. Another example is the design art of the teaching process-from the appearance of plum blossom to the inner quality, from plum blossom to people who like plum blossom, from the owner of plum blossom to students who read plum blossom, and finally from the soul of plum blossom to soul of china, all at once, without a trace of artistic flavor. Look at the teaching rhythm of the whole class-the bright bright, the bright bright; It's as simple as it can be Dense and dense, the shade is suitable, just like a beautiful picture scroll, with a delicate fragrance in elegance, pleasing to the eye, refreshing and memorable.