I will ask students to give a speech three minutes before class.
Teacher project theme and author. Check the preview and answer the questions: ① What is an epic? ② What is nostalgic poetry? (3) What is a poem about history? (4) The general content and emotion of poems. (omitted)
Teacher: The students answered very well, which shows that they are well prepared before class. Let's begin to learn the text. Please read the text first.
Student 1 Read the text aloud.
Teacher: Ask a classmate to evaluate his reading.
Teacher: Let's approach poetry together. Projection PPT display:
What is the title of this poem? Missing the old days of Xipaotai Mountain? What sentences were written on Mount Cisse? Which sentences are written about nostalgia? How are these two parts connected?
(2) What are the historical facts of the Battle of Jin and Wu written by Shoulian and Pianlian? How does the author describe it? What technology was used?
3 neckline? The cycle of change has become a thing of the past? Maybe it wasn't just Wang Jun's attack on Soochow in the Western Jin Dynasty. Jinling has experienced the rise and fall of several dynasties, which makes future generations sigh and feel deeply, but what about the ancient city of Jinling? And the dignity of this mountain still commands the cold river? ,? And the dignity of this mountain still commands the cold river? What do you mean, complicated?
④? Today, people feel at home everywhere, and the ancient fortress is full of ruins and autumn reeds? It's a keynote sentence, please analyze the emotion contained in it in combination with the background.
Teacher: This poem is familiar to everyone. Let's look at the first question. Who can take the initiative to say?
Health 2: The first four sentences are about nostalgia, and the last four sentences are about Mount Cisse. What do they use? The cycle of change has become a thing of the past? Connect in series.
Teacher: Why? The cycle of change has become a thing of the past? How about connecting in series?
Health 3: Because? Past events? In other words, this sentence plays a connecting role in the poem.
Teacher: That's right. But the teacher has a question here: Past events? Does it only refer to the historical facts written in the first four sentences?
Health 4: No, because Jinling experienced six dynasties.
Teacher: Well, what are the historical facts written in the first four sentences? How is it described? What are the main technologies used?
Health 5: I used some verbs when I wrote about Wang Jun destroying Wu.
Teacher: Can you talk about the functions of these verbs?
Health 6:? Next? It says that the momentum of the western Jin army is very rapid. ? Accept? Write about the arrogance of the Dongwu army.
Teacher: That's right. What are the functions of some verbs?
Health 7:? A sink? Between the lines, it is written that the Soochow regime sank to the bottom with the chain, which indicates the demise of the Soochow regime. ? Out? Between the lines, I wrote the ugly state of Wu Zhu Sun Hao's surrender.
Teacher: OK, besides using some verbs in the first four sentences, what other techniques are used to write historical facts?
Health 8: the use of contrast techniques is mainly manifested in: ① image, one horizontal and one vertical, one sinking and one lifting; (2) color, one side is the burning flame telegram of 8 jin j, and the other side is the white flag of surrender; (3) In the atmosphere, the Jin army was cocky in victory and miserable in defeat.
Teacher: This student has a good analysis. In the comparison, we saw the advantages and disadvantages of both sides, and even wrote that the winner was aggressive and the loser was eclipsed. What is the author's purpose in writing this historical fact?
Health 9: Express your opinions and opinions.
Teacher: Then how did he express his views? Please look at question 3, discuss in groups and talk about your own understanding.
Health 10: Mount Cisse is in sharp contrast with the perishing Six Dynasties, while Mount Cisse still stands by the river.
The teacher asked: What are the factors that determine the rise and fall of a country? Is it dangerous terrain?
Health 1 1: No, it should be the work of the emperor.
Teacher: That is to say? Everything depends on people? . This classmate is thoughtful and insightful. Let's look at question 4 and analyze the author's mood. (Projecting the background of the times)
Health 12: The author opposes the separatist regime of the buffer region and longs for national reunification.
Teacher: Any other feelings?
Health 13: There is also advice for the rulers of the Tang Dynasty, hoping that they will not repeat the lessons of the collapse of the Six Dynasties.
Teacher: According to the answers of two students, we know the purpose of Liu Yuxi's writing this poem. A poet with a sense of historical responsibility jumps from the page. Combined with the study of this poem, please summarize the general characteristics and appreciation skills of epic poetry.
Health 14: structurally, it is: approaching the ancient land-thinking about the past-recalling its events-expressing its aspirations.
Health 15: Techniques: satirize the present with the ancient, combine the virtual with the real, express feelings with the scenery, and use allusions in contrast.
Health 16: Emotionally?
Teacher: In fact, we can divide the content into three categories (projection presentation): thinking about others and hurting ourselves, thinking about the past and hurting the present, and rational reflection.
In addition, the steps to appreciate ancient poems about history are (showing projections): ① What ancient people and past events are described (clarifying historical facts and allusions)? (2) Why write this ancient story? What attitude does the poet show in his poems (understanding intentions and feelings)? (3) How to express this attitude? (analytical skills) these three aspects can be summarized as: sorting out historical facts-understanding feelings-analytical skills.
Teacher: In this lesson, we summarized the general characteristics and appreciation skills of praising history and cherishing ancient poems through the study of this poem. Let's consolidate what we have learned in this lesson. (omitted)
"The Old Story of Xibao Mountain" is an optional textbook of the Soviet Education Edition. Selected readings of Tang poetry and Song poetry? China's Tang Poetry for Innovation and Change? One of the topics, how to tell this poem, I had a hard time. As I am an elective textbook, I can teach on special topics to improve teaching efficiency. Therefore, the themes of the poems in the book are divided into frontier poems, historical poems, mountain climbing poems and pastoral poems, and one or two typical poems are selected for intensive reading. For example, I chose Old Times of Xibao Mountain and Du Fu's Ode to Monuments, interpreted them from the aspects of images, techniques and emotions, summed up the characteristics and laws of poetry, and then selected the poems of the same poet with the same theme for reading training. Through thematic teaching, students can better grasp the appreciation path and law of a poem. This is the dominant idea of our class.
The main purpose of teaching this poem this time is to make students move and start from the problems found by students, so that students can explore independently. Guide students on the basis of self-study, especially on the basis of their normal thinking, and find ways to guide students? Teach yourself where you can't reach.
Before class, I collected students' questions and sorted them out. I found that most of my classmates' questions revolve around? Why? What is this? How's it going? These aspects. It can be seen that the difficult problems found by students' self-study overlap with the setting of conventional teaching content. So I set up the corresponding teaching content, namely:? What is the historical fact of this poem? What emotions are contained in it? How is this emotion expressed? I try my best to discuss these problems with students and give them some suggestions at the right time and place to improve their thinking to a certain extent.
In class, I guide students to grasp the topic of poetry, read it as a whole, and make clear the general structure of nostalgic poetry. Then, discuss the poet's writing purpose around borrowing ancient times. The whole class is going well.
Reflecting on the teaching of this course, I did give timely guidance on the basis of students' autonomous learning, but this guidance only guided students to walk on the road I designed. This kind of classroom seems to be interlocking, but it is a bit stiff, with too many things to talk about, little generation and insufficient classroom agility. Although teaching begins with students' cognition, I can't completely relax and let go. Therefore, students cannot walk independently in class. If I can relax, the dialogue between teachers and students will be more equal, students' questions and answers will probably be wonderful, and the class will be more tense.