Today is Teacher's Day. It's time to talk about this lesson. Because of the class, the teacher temporarily changed the class, which was very difficult for her. The teacher's emotional rendering is in place, and everyone feels the light in the eyes of the children. This class was brought by this teacher from the first grade, and the deep feelings are self-evident. Teachers begin to introduce from Teacher's Day, at which time they sincerely exchange their feelings with their children, laying a good emotional foundation for poetry learning. But in the following study, I saw that the children were not as dedicated and devoted as they used to be in Chinese class. The children seem a little absent-minded, although the teacher is very devoted and enthusiastic. The children cheered up when the teacher asked them to read the poem aloud.
I think the main reason is that teachers are too rational in teaching poetry. Too much analysis of words in poetry. For example, from which words do you realize the teacher's love for work, connect the two "until" with related words, why do you single out these three things, and so on.
Appreciation should be emphasized in poetry teaching. Poetry is a work of sudden temperament and emotional impulse. It pays attention to conciseness of language, high concentration of content and overall beauty of phonology. If we only pay attention to individual words or techniques when appreciating, it will destroy the overall aesthetic feeling. In particular, this poem is simple in language, close to students' life and simple in technique. Students will understand it as soon as they read it. If they analyze this poem again, it will be inappropriate and students will definitely lose interest.
I remember the writer Shu Ting said this after listening to a middle school Chinese teacher's analysis of the oak tree: the teacher's explanation was "like a scalpel, breaking my poem" and "chopping' I' into paste, wrapping it into various jiaozi and feeding it to students". Poets often write poems in one go without much consideration, and teachers insist that they have such exquisite carvings. No wonder some writers satirize them as "Bao jiaozi".
Poetry teaching is a subtle process for students. The so-called "a fish comes out in the drizzle, and a swallow inclines in the breeze". Teachers use "drizzle" and "breeze" to cultivate students, so that students can learn to feel the whole through reading aloud, and feel the emotions expressed by poets in combination with life experience, thus stimulating students' emotions. Every sentence in the poem can arouse students' singing, and everything can arouse students' sense of identity, reminding students of the past between themselves and their teachers and all kinds of deep feelings. Therefore, students' interest will be higher if some exercises of imitating poems, paragraphs or whole articles run through the teaching. Unknown students will create works that make our eyes shine. Even if he can't write a good work, wouldn't it be wonderful to let him try to be a poet? Many people should have had the impulse to write poetry in childhood and adolescence.