The teaching of Knocking on the Door of Poetry reflects on Chapter 1 Knocking on the Door of Poetry. In this activity, teachers should guide students into the colorful world of poetry, and learn more about poetry and feel its charm through activities such as poetry collection, poetry appreciation, poetry recitation and children's poetry writing. After two weeks of study, our practical activities have come to an end. In this activity, we carried out eight activities: making plans, collecting poems, sorting out poems (classifying and drawing tables), recommending and appreciating poems, writing poems, reciting poems, co-editing poems and summarizing them.
Because students have been exposed to comprehensive learning since the fifth grade, I boldly delegate power to students, and I only play an auxiliary role when they need help, from planning to implementation summary. These children are really not simple and give me many surprises. Whether it is poetry classification, writing poems, making plans or summarizing, students can devote themselves to it and take the initiative to explore and try. In particular, each group can participate in the compilation of short poems, with a clear division of labor and mutual cooperation. Although the small poems co-edited are rough and simple, they are diverse in form and comprehensive in content. For me, it is already a treasure, and it is ecstasy. I highly praise the students' works. I hope that through this activity, children's interest can be cultivated and their self-confidence can be recovered.
This comprehensive study stimulates students' interest in learning poetry.
In teaching, I found that although Chinese textbooks are more literary, they still can't meet the literary needs of students. The teacher might as well arrange a reading appreciation class. Chinese class brings students into the reading room, so that they can find the knowledge they need in the reading room, cultivate their sentiment and improve their literary accomplishment. At present, students' knowledge is getting richer and richer. They learn about the development of the world and the international and domestic situation through newspapers, magazines, TV broadcasts and the online world. They can get rid of the shackles of old ideas, develop their own personality, form their own ideas and have their own unique opinions in a relatively broad space. Therefore, in poetry teaching, we can introduce reading aloud, silent reading, speed reading, thinking and discussion into the classroom, and cultivate students' language through continuous reading.
Once in class, I talked about an after-class exercise, which asked students to imitate "I would like to be a torrent" and write two poems. The students are very enthusiastic. I found that many students like to write poems, so I grasped this point. No matter whether his writing is good or bad, I first grasped their interest, made full use of it, encouraged students to create, and gave them a sense of accomplishment. First of all, it can further arouse students' interest and guide them into the formal. Second, it can drive other students.
So I strongly encourage students to create, and many students write their own creations in their weekly diaries or show them to me directly. I gave them appropriate comments and analysis to enhance their enthusiasm. For example, a classmate wrote a poem, "On the bank of Jingou River, the cool wind blows gently, and I know that water lilies accompany me to sleep." After praising him first, I suggested that he change the word "harmony" to "detour", which is more attractive. He also felt the difference of words, but the artistic conception was very different, and he felt the pleasure of refining words.
A student wrote a composition "Welcome to the Olympics", and I copied it on the blackboard to explain it during my self-study. Because it is a student's own work, everyone listened very carefully, actively participated, discussed enthusiastically and put forward many creative suggestions. This not only inspired the creators, but also aroused the interest of other students in poetry. After that, everyone was eager to try. Strike while the iron is hot, and then I collected the students' poems, compiled them into a book, and published a poetry magazine called Collected Works of the Lotus Garden, so that students could design their own covers and print out their own works, and they were more interested in reading their own works.
When teaching the comprehensive practical activity class "Knocking on the Door of Poetry", I carry out Chinese practical activities in the class according to the actual situation of the students in the class, guide each student to collect and sort out poems at all times and in all countries, conduct research study, and report with written materials. Students are very interested. In just one week, the students produced an illustrated collection of poems and songs.
The third part of "Knocking on the Door of Poetry" Teaching Reflection This comprehensive study has stimulated students' interest in learning poetry, increased their knowledge of poetry, cultivated their awareness of cooperative learning and exercised their ability to carry out activities independently. The results are varied. I think the biggest gain of this comprehensive study is that all students can participate. Everyone has participated in many activities more or less and has their own gains. Students were invited to swim in the ocean of poetry, found a lot of "treasures" and learned a lot about poetry. Most students recite more than 20 poems. Even the "little slacker" who doesn't like to study at ordinary times is full of enthusiasm and has a lot on his back. Seeing the children immersed in the ocean of poetry one by one, I seized this teaching opportunity. In the teaching of Walking with Poetry, I pay attention to cultivating students' execution ability. Students picked up shells from the sea of poems and accumulated more poems. Through comparative teaching, they learned to distinguish between Tang poetry, Song poetry, Yuanqu and modern poetry. I also focus on guiding the writing methods of modern poetry, such as simile, metaphor, parallelism, personification, hypothesis, overlap and so on. Let the students imitate their writing first, and then let them create their own. One "little poet" was born, and one poem "hatched".
Although the connotation of these poems is not subtle enough, although the language of these poems is not beautiful and vivid enough, although these poems still have many shortcomings, they are already a treasure and ecstasy to me. For most of the students' works, I haven't revised them (except for typos), but I have given them a high evaluation. I hope that through this practice, I can cultivate children's interest in writing and regain their confidence in writing.
The poems written by the students, though immature and rough, all exerted their bold imagination, wrote childlike innocence and expressed their true feelings. I think as long as students are brave in creating and willing to express themselves. Their ability and level will certainly improve with the growth of age and knowledge.
Reflecting on this activity, I found that although this activity was very successful, there were still some shortcomings. The total time of two-week comprehensive practical activities is only 12 class, but in this 12 class, there is not enough time to make plans, arrange poems, appreciate poems, write poems by yourself, and hold poetry recitals. Some students' works can't be displayed, and some students have limited information collected for various reasons. If there is enough time and the school has a reading room, I can arrange reading appreciation classes, take students into the reading room and let them look for the knowledge they need in the reading room.
Reflections on the Teaching of "Knocking on the Poetry Gate" Part IV "Knocking on the Poetry Gate" is an activity theme of comprehensive learning in the first volume of the sixth grade. In this comprehensive study, I led the children into the colorful world of poetry, and let them know more about poetry and feel its charm through activities such as collecting and sorting out materials, appreciating poetry, reciting poetry, writing children's poetry, and poetry knowledge contest.
The comprehensive study of this group is divided into two parts: "Picking Shells from the Ocean of Poetry" and "Walking with Poetry". Its main part is "Activity Suggestions" in teaching. According to these suggestions, I guide students to make activity plans according to the actual situation of schools and families. "Reading materials" are for students to read when carrying out activities, from which students can gain perceptual knowledge of poetry and get reference and inspiration in poetry appreciation and children's poetry writing.
In this comprehensive study, children are highly motivated to participate in learning. They collected a large number of poems in their spare time. The forms and contents of learning are rich and colorful, which stimulates their interest in learning poetry, increases their knowledge of poetry, cultivates the consciousness of cooperative learning and exercises students' ability to carry out activities independently.
This kind of comprehensive learning highlights students' autonomy and gives them the initiative to learn, so that students can freely form study groups according to their own reality, choose their own learning contents and methods, make group activity plans, and then carry out their own activities according to the made plans. I just provided them with a stage to show in time, which not only highlighted the autonomy and initiative of students, but also reflected the guidance and organization of teachers.
In short, this comprehensive learning effect is very good, especially for children to experience the fun of writing poems.
Reflections on the Teaching of Knocking at the Gate of Poetry The theme of Unit 6 of Volume 11 of Five-Person Education Edition is Knocking at the Gate of Poetry. It is strange to me that I have never taught such a whole group of poems. Is it also taught one lesson at a time as before? I don't think it will work. Poetry, whether ancient or modern, is also very strange to students. How to make students interested in poetry teaching and gain something? So, I asked Mr. Huang and Mr. Cai in the same grade group for advice. Finally, we discuss the comprehensive practical learning method of learning this unit. Go in five steps:
Step 1: Let the students learn the content of Poetry and Bombardment by themselves, and finish the related homework synchronously in class, allowing them to do it by consulting materials and borrowing reference books.
Step 2: Let the students exchange their homework independently in class, ask questions and solve them together. At the same time of communication, it also supplements relevant content in time. For example, there is an assignment to find three poems with the same name in the classroom exercise book, so after class, students are arranged to find the same person's poems (different poems written by the same poet) and similar poems (for example, they all write similar poems such as spring or flowers). There are dictation words such as "Shui Zhuan" and "Yu Meiren", so students are taught to sing songs written by these words in combination with music lessons.
Step 3: Take students to learn four ancient poems, such as The Book of Songs, Picking Wei, to be exact, a poem, a word and a song. It is necessary not only to recite and memorize, but also to master the meaning of words and combine some contents of the Book of Songs to enrich the content of poetry. For example, The Book of Songs includes three parts: wind, elegance and praise. What's the difference between poems, words and songs? Poetry can be divided into ancient poetry and modern poetry according to rhythm. Modern poetry can be divided into quatrains and metrical poems. When studying the modern poems Market in the Sky and Birch Tree, I asked the students to talk in groups: "What do you feel or gain from reading these two poems?" Understanding some unique expressions of poetry in students' mutual communication is rich in imagination and appropriate in metaphor.
Step 4: * * Appreciate the content of "Walking with Poetry". In addition to reading children's poems written by students of the same age, there are also "Dad's Snoring" and "To Mice" to discuss with students-in fact, life is poetry. You can write something you like to express your love. You can also write about a phenomenon, a feeling and an inspiration in your life, which is more direct than writing freely and expressing your feelings. Naturally, after chatting with students, it is easy to stimulate students' desire to write poems. Then, tell the students some stories about poetry, such as "Adding Waist to Poetry" and "Autumn in Poetry". Students gradually understand that writing poetry is not terrible, and sometimes they have to master some skills. Writing poetry is the same as reading poetry. As you can imagine, it can be combined with real life, students can write poems one by one, and everyone can read and comment on each other and share them.
Step 5: Students are accumulating knowledge of poetry bit by bit, if they can store and digest it. So, throughout the week, including two weekends, I arranged for my students to write poems. The content can be determined by yourself, and it must include five contents, namely, calligraphy works: one or more favorite poems, one poem with a picture, poems with the same name or similar poems or poems by the same person, writing more than two poems and summarizing an activity. On Friday, there will be performances in class, such as the lyrics "Man Jiang Hong", poetry recitation, cross talk and sketches about poetry. It can be done individually or in groups, but everyone has to participate. As a result, I didn't film the wonderful scenes of the students.
Reflections on the Teaching of Percussion Poetry; Chapter VI Percussion Poetry is another comprehensive learning unit in the fifth grade after Entering the Information World and Maxthon Chinese Character Kingdom. This is a new way of arranging teaching materials, and the teaching method is obviously different from other units. In this comprehensive study, I took the form of combining individual, group and class activities. Personal activities are conducive to cultivating autonomy, and you can freely choose the time, place and way of activities, which is suitable for some simple questions, inquiries, information search and so on. Because our rural children have limited personal abilities and little information, they need to complement each other through group activities and class exchanges. Group activities are conducive to cultivating students' sense of cooperation. Division of labor and cooperation can complete more complex activities, and the staff in the group is reasonable. It can also give full play to the strengths and advantages of each team member and achieve better results. However, class collective activities have a higher income and a wider range of benefits in unit time, but due to time constraints, it is difficult for every student to have enough time and opportunities to carry out activities. Therefore, these three forms of activities should be combined. Learning to write poetry can be carried out through personal activities. "Studying a poet" and "studying a certain kind of poetry" are more suitable for group activities. "Poetry knowledge contest" and "poetry recitation" need class collective activities, and "writing summary report" needs individual, group and class combined activities.
In this activity, I listen to students' opinions and wishes extensively, integrate students' doubts, interests and expectations into the whole comprehensive learning activity, give full play to students' enthusiasm and initiative, solve students' problems and improve students' Chinese literacy.