1. Analysis of teaching materials:
"Song of Thatched Cottage Broken by the Autumn Wind" was written in 761 AD. Two years ago (759), the Du Fu family, which suffered from war, wandered to Sichuan. With the help of relatives and friends, they finally built a thatched house in the western suburbs of Chengdu, temporarily ending their wandering life. Unfortunately, in the autumn of 761, a strong wind swept away the thatch, and his family had to spend an unbearable sleepless night in the wind and rain. This situation made Du Fu deeply moved, so he wrote this immortal poem. This poem best embodies Du Fu's broad mind and melancholy poetic style of caring about the country and the people.
2. Teaching objectives:
The "Curriculum Standards" clearly point out that middle school Chinese teaching should be committed to comprehensively improving students' Chinese abilities and humanistic qualities, cultivating students' interest in learning Chinese, and developing Students' thinking and innovative spirit can develop good habits of learning Chinese. These concepts of the new curriculum standards should be implemented in every Chinese class. Based on the characteristics of this poem, I designed the following learning objectives:
1. Knowledge objectives: Understand the content of the poem and master the rhythm of reading it aloud.
2. Ability goal: Cultivate students' reading ability and preliminary appreciation of ancient poetry, and experience the melancholy style of Du Fu's poetry.
3. Emotional goals: Learn Du Fu’s thoughts of concern for the country and the people and his lofty sentiments that “it is enough for my house to be broken down alone and freeze to death.”
3. Teaching methods:
1. Reading method: The focus of reading aloud is on the rhythm, pause, and stress of the poem. The emotional connotation contained in it must be felt and understood through reading. Therefore, reading aloud should be throughout the entire teaching process.
2. Independent cooperation, discussion and inquiry method: The new curriculum standards stipulate that the main goal of reading teaching is to cultivate students' innovative consciousness and innovative ability, thereby maximizing the improvement of students' quality. Therefore, in reading teaching, teachers must not do everything but let students, as the main subjects of reading, be independent, cooperative, actively and wholeheartedly participate in the whole process of teaching activities, let students discuss with each other, actively question, and use learning to determine teaching.
4. Teaching methods: With students as the main body and teachers as the leader, we actively guide students to understand the artistic conception and emotions of poetry.
5. Teaching process:
(1) Introduction of new lessons:
In the Tang Dynasty, Du Fu was the master of rhythmic poetry. But in terms of the creation of ancient poetry in the style of songs, he is not inferior to Li Bai at all. ? The characteristic of the song line style is that it does not pay attention to rhythm and allows the poet to express his emotions according to his creative mood. There is no limit to the number of sentences. It can be said to be a "free style" poem with neat sentence patterns. Today, we will study an ancient poem written by Du Fu called "Song of Thatched Cottage Broken by the Autumn Wind". (Blackboard writing topic and author)
(2) Learning focus:
Teacher Tips: Based on your past experience in learning poetry, what do you think should be the focus of learning poetry? On this basis, it can be summarized into two points.
1. Read it over and over again to understand the author’s feelings.
2. Taste the language and understand the artistic conception of the poem.
(3) Overall perception (autonomous learning).
1. Normal reading: The teacher reads aloud with great emotion, which can easily arouse students' emotions so that they can quickly enter the author's emotional world. Required attention: Grasp the pronunciation, rhythm, pauses, stress, etc.
2. Read it aloud twice to express your understanding and emotional grasp of the poem.
3. Ask students to read it, and other students will find the advantages and disadvantages before reading it. How many scenes are described in the poem? What feelings does the author express?
Autumn wind rolls the house
A group of children hugging the grass and worrying about the country and the people
The wet house with rain at night
What is the author's feeling? After expressing it, we enter the fourth stage with this question.
(4) Cooperative exploration:
The teacher asks questions at the appropriate time: Pick out the poems you like and tell us why you like them.
? Cooperate and communicate in groups of four. During this time, the teacher should guide students to ask questions, observe students' learning effects, and pay attention to students' emotional participation. Give them enough time to conduct a full discussion, and then send a representative of the group to speak. Based on the students' full speeches, the teacher will provide additional guidance as appropriate. It’s nothing more than stating the reasons why you like it from the following three aspects, and reading while appreciating it.
1. Appreciate vivid and expressive words:
For example: (1), "Roll" in the first stanza "Rolling up the triple thatch on my house" expresses the swiftness of the wind. It also shows the dynamics of thatch. Changing to "blow", the wind is not strong enough; "lift" cannot express the dynamics of the thatch. "Three" is an imaginary number, and "several" means several. Sometimes it describes more, sometimes it describes less. What it means here is that the hut is very thin and cannot withstand the wind.
(2) In the third stanza, "The quilt has been as cold as iron for many years, and the delicate child is lying on it and is cracked inside." "Iron" means a. Very cool and hard (the weather is cold); b. Color: very shabby and dirty. There is only one quilt and cannot be removed and washed (poverty). Replacing it with "ice" can only mean coldness, but does not mean that the quilt is worn out.
2. Taste words with rich meanings: students spread the wings of imagination and understand in many aspects.
For example: (1) In the second stanza, "I sigh when I return to rely on myself." What is the meaning of "sigh"?
(2) The word "Long Night" in "Long Night Wet Why You Che" is a pun, referring to both the unbearable rainy night in front of us, and the long-term unrest caused by the war and the people's deprivation of life. current situation.
3. Read aloud to appreciate the beauty of language.
For example: How to read the love and meaning in the last stanza?
The tone was high, and there was also a sad, angry tone (unfulfilled at the time, just a wish). Among them:
"Ten million, great shelter" should be read again; "Ande, when" should be read as sad and full of hope; "Woo Hu" should be read as helpless; "Death is enough" should be read as Firm and powerful, with a long drawl. After reading it to students, comment and analyze it, read it again, and finally read it together.
(5) Summary of migration:
? There are four stanzas in the whole poem. The first three stanzas describe the three scenes of the autumn wind rolling the house, the group of children hugging the thatch, and the night rain wet house. , vividly shows the unfortunate experience of Du Fu's family. However, what is admirable is that when the poet was experiencing pain and torture in life and spirit, he thought not of an individual, but of thousands of "poor people" like him in difficult situations throughout the world, showing that as long as "the great people" His beautiful wish to protect the poor people in the world and make them happy, even if my house is broken down and freeze to death" fully reflects his noble sentiments of caring about the country and the people. Although the poet's wishes could not be realized in the society at that time, his lofty ideological realm and broad mind will always shine brightly. For thousands of years, people have not forgotten not only his poems, but also Du Fu's His person.
? What inspirations have you gained from Du Fu’s mind today? It mainly allows students to talk about their personal feelings based on their own life reality.
(7) Conclusion:
Poets who care about the country and the people will always be loved by people. Finally, with our love and admiration for Du Fu, let us emotionally recite his "Song of Thatched Cottage Broken by the Autumn Wind". It is best to recite it in class, at least to complete the first paragraph.
Secondary design reflection:
1. If it is a lesson to complete the teaching objectives, you can use the background of the poem as the content of the lesson, or you can use it when understanding the poetic meaning. , insert the background into it, just don’t talk about it deliberately, this will save a lot of time. Especially a 20-minute lesson.
2. In the students' reading guidance, if the students' reading is not satisfactory, how to provide convenient guidance to the students, such as the teacher reading aloud to the teacher himself, or asking the students to make up for the reading after the teacher's guidance, so as to achieve the goal of reading aloud. The role of demonstration and leadership.
3. Breakthroughs and trade-offs in difficult points. If this class only lasts for 20 minutes, the reading guidance can last for seven or eight minutes, and the difficult points will only focus on the main theme of the article, so that students can experience Du Fu's concern for the country and the people during the reading. When guiding, you can start from the hut being broken by the autumn wind and think about the poor people in the world from yourself. This will enhance the main theme of the poem.
4. The artistic techniques of the article can be limited to this point. Focus on exploring the role of environmental description. There must be trade-offs in fine details, otherwise it will be difficult to achieve difficult breakthroughs. It is easy to create a situation where the front is loose and the back is tight, and it is not wise to end it hastily.
5. In the process of classroom creation, as a teacher, first of all, you should not be too impatient. Students should be given sufficient time to think and cooperate and communicate. If students' generation is not in place, it means there is a problem with cooperative inquiry, which is what we call false cooperation. Therefore, in the cooperative inquiry process, teachers must deal with each group and conduct necessary discussions with students to guide students back to the focus of the problem and achieve the results of cooperative inquiry.
6. The teacher’s supplementary lecture is a reasonable guide, rather than a substitute for the student’s full disclosure. You cannot take the lead of students and replace their thinking. The generation generated in this way is always the teacher’s personal property and is not the result of students’ thinking. We would rather students have a shallower understanding.
Don't instill into students the thoughts you have prepared in advance. Such classroom effects will never be the original intention of teaching that we want!