Throughout this lesson, teachers can pay attention to the core literacy of this unit, use the method of "teaching-helping-releasing", and strive to implement "understanding difficult sentences in various ways". The whole teaching process is from feeling happy childhood to mastering all the contents of the poem "The Stream", to grasping difficult poems, and finally exploring the poem "On the River" in group cooperation, which is the application and expansion of the acquisition method.
In this process, the teacher pays attention to the cultivation of students' ability to question and solve doubts, and guides students to ask questions on the basis of students' perception of the content of the text: What are the difficult verses in this poem? Then, taking this as a breakthrough point, guide students to master the poems "The figure is dyed green by the stream" and "The figure is broken", and read aloud in various forms. By observing illustrations and depicting pictures, students can understand the content of the text, experience the fun of childhood life and feel the artistic conception of the poem.
But this class also left me a lot of thoughts: this is a group of children's poems with pictures in them. If a beautiful poem becomes an explanation of words, it is not beautiful. The teacher thought of using some methods to realize the language element of "understanding difficult sentences in various ways", but in the teaching process, the method of "understanding sentences in context" was presented to students from the beginning, only from the perspective of concept teaching, it became a pure method and technical teaching, which also bound students' thinking.
We can guide students to read poems when they ask the question "Why do people dye green in streams", and find poems describing "mountain streams" and "weeping willows" in poems, so as to read and promote enlightenment. A child talked about using illustrations when solving the problem of "why dye it green", which is also a way to understand the meaning of poetry. The students' thinking ability is displayed here, but unfortunately, the teacher does not agree with the children's understanding method, but just wants to draw "understanding in context".
In this communication process, respecting children's cognition, making good use of this opportunity, guiding students to read the characteristics of "green", encouraging students to express their feelings, connecting with the context, using the illustrations in the book, and connecting with students' real life to understand the meaning may all become students' learning ability. On this basis, pay attention to the poet's use of personification and metaphor, pay attention to the wonderful use of the word "dye", feel the strange imagination, experience the fun of childhood life, and enrich students' emotional experience. Finally, let the students describe the pictures in the poem in their own words. This is the internalization of poetry content and the transformation of the concept of Chinese knowledge into one's own language ability.