Teaching Reflection on "Looking at Books and Feelings" 1
Studying Zhu Xi's short poem "Looking at Books and Feelings" will give us a lot of inspiration. Read more good books and learn Let your thoughts be always lively, endlessly talented, and elegant!
My teaching design is to wait until students understand the meaning of the poem, and then let them start from the content of the poem (describing Fangtang) and the title (describing Fangtang). "Looking at books and feeling") superficially unrelated questions? The title is "Looking at books and feeling", but the content of the poem is not related to the content of "book" at all? Then guide students to think and discuss, and understand what the poem wants to explain. reason. I think students can all say that a person's intelligence comes from his continuous learning. Then I guide the students to understand the meaning of "opening up" by contacting the first two lines.
During the classroom teaching, the students raised the above question according to my presupposition: the title is "Seeing the Book and Feelings", but the content of the poem does not contain any content about the "book"? And passed The discussion made it clear that this poem is asking us to read more and study more, but we can't figure out the corresponding meaning of being open-minded and keen. So, I asked the students where they had seen or heard this poem before, and who and what thing was it associated with? Who knew that out of nearly 60 students in the class, only one student vaguely said that it was only slightly related to the poem? The other students said they had never heard of it. Ha! It seems that students just have no source of living water? Ah! But this is what I realized when I was writing my reflection now. In class, I did not make good use of this generated "resource", but habitually adopted a "cramming" teaching method, cramming the "standard answers" to the students. At that time, I just felt a little regretful that I had not thought of a good way to guide students to truly understand the truth that the poem was trying to explain. Now that I think about it, as long as the students at that time have never heard of this phenomenon and the poem, the problem can be solved well.
I underestimated the students’ academic potential. I didn’t respond keenly to the teaching resources that could be used in the classroom. I just wanted to give the students knowledge quickly so that they could cope with the exams in the future. From this, I thought that I also lacked "source of living water". Teaching Reflection 2 of "Looking at Books and Feelings"
The most difficult thing to deal with in "Looking at Books and Feelings" is the philosophy contained in the title "Looking at Books" and the poem "Half Acre Fangtang" We need to let students truly understand the feelings of the great Neo-Confucian scholar Zhu Xi Guan Shu. After reading and pondering over and over again, I think we still need to let students discover the connection after reading over and over again.
In class, I first work hard on reading the poem title, so that students can understand the meaning of the poem on the basis of understanding the meaning of the poem. Talk about the experience of reading. At the same time, in conjunction with the usual reading guidance and homework guidance, students are reminded that when reading literary poems, they must first understand the title, because the title is the eye and soul of the article and poem, and is the most refined summary of the article and poem, so it should be remembered.
After the students have understood the meaning of the poem by reciting it repeatedly, let the students understand the superficial meaning of "Ask where the canal can be so clear? Why does the living water come from the source?", and strengthen the meaning of the flowing water from the source by reciting the last sentence. The pond remains clear. Then let the students recite the poem in its entirety based on the title, and remind the students: Be a thoughtful person, what have you discovered? Read it several times. After the students read it carefully, many students found that the title was "Seeing the Book and Feelings", but the whole poem did not mention the question of reading at all. I asked the students to read it again to see what new gains they had. After the students read again, many students vaguely felt that the Neo-Confucian scholar Zhu Xi seemed to be referring to "half an acre of square pond" as a metaphor for reading. At this time, the teacher pointed out that the poet compared reading and learning to "half an acre of square pond" and was a poet. When reading, I think that the human mind is like this half-acre square pond. Only by constantly learning and absorbing new knowledge can we become smarter and wiser. At this point, students can truly understand the philosophy contained in the poem and the poet's clever metaphors. In the final analysis, if we want students to truly understand the meaning behind the text and appreciate its subtlety, we must give them enough time to read and the opportunity to deeply understand it. Teaching Reflection on "Looking at Books and Feelings" 3
"Looking at Books and Feelings" is the work of Zhu Xi, a famous Neo-Confucian and educator in the Southern Song Dynasty. My teaching in this class consists of three major sections: one is reading and accumulation; the other is comprehension and understanding; the third is expansion and extension. Adopting independent, cooperative, and inquiry-based learning methods, students can experience the process of correctly reading the pronunciation of Chinese characters, perceiving poetry, and understanding poems. Finally, students are guided to explore the connection between the clarity of Fangtang and reading, and guide students to realize? Keep reading, keep reading. Learn new knowledge? The profound truth.
The whole poem does not mention reading literally, so what is the internal connection between Half an Acre of Fangtang and reading? This is a difficulty for students to understand. How to overcome this difficulty? After listening to the first two links of 3+3 taught by two teachers, Shen Chunling and Chen Liyan, I made further adjustments to my teaching design for the third link based on the characteristics of the students in this class:
1. Closely follow the self-study requirements in the classroom, grasp the key words in the poems, and understand the poetic meaning.
During the teacher's model reading, students will be guided to grasp the key words in the poem - "jian", "wandering", "clear", "like this", and "clear" - for self-study, with the help of illustrations to inspire students' imagination. Savor the artistic conception described by the author of the first two lines of poetry, and fix the beautiful scenery in your mind.
2. Set up questions skillfully and break through difficulties. Grasp the word "living water" and let students feel that the clarity of the pool water is because there is living water constantly flowing from the source. After understanding the poetic meaning, I asked the students to read the title of the poem again and asked questions: Zhu Xi's poems are full of philosophy. Is he just writing about Fangtang and living water? What is the connection between living water and reading? Let the students communicate. , to understand.
3. In teaching, I designed fill-in-the-blank exercises for understanding and application, allowing students to connect with their existing knowledge accumulation to understand the principles clarified by this type of reasoning poems, and then guide students to talk about Yuan Tou Living water? How has this principle been verified in real life? In this link, the students were very active in thinking and were the first to come up with examples of how all walks of life need "source of living water", thereby truly understanding the truth conveyed in the ancient poem.
4. If there is any shortcoming in the teaching of this class, I feel that there is less recitation of the poem itself in the class. Some people say that Tang poetry is like "high mountains and big rivers", meaning "climbing is full of emotions in the mountains, and looking at the sea is full of emotion in the sea." So Song poetry is more calm and thoughtful. There are many philosophical poems in Song poetry, and this poem is also a reasoning poem. The emotional flavor of reasoning poems seems to be less than that of other poems, and it is more difficult to understand the artistic conception and charm, which brings considerable difficulties to the reading taste in teaching.