Knowledge points of Chinese "Stuffing" in the third grade of primary school
Original: Dike (Wang Changling)
It is still the moon and border pass in Qin and Han dynasties, and the enemy has fought a protracted war.
But make Longcheng fly, and don't teach Huma to cross the Yinshan Mountain.
Precautions:
1, but make: as long as.
2. Longcheng: Longcheng is the place where Xiongnu worships heaven.
3. General Fei: refers to Li Guang, a famous soldier in the Han Dynasty. The Huns were afraid of his bravery and called him "General Fei".
4. Yinshan Mountain: the northern branch of Kunlun Mountain, which starts from the northwest of Hetao and passes through Suiyuan, Chahar and the north of Jehol, is the barrier to the north of China.
Translation:
Since the Qin and Han Dynasties, the moon has shone on the frontier, and Wan Li has left home and his foot soldiers have not returned.
If there are brave generals like Wei Qing and Li Guang, they will not let the enemy's iron hoof step over Yinshan Mountain.
Appreciate:
This is a frontier fortress that laments the constant war on the border and the lack of a good general in the country. The first sentence of this poem is the most intriguing. It's about the Han Pass, Mingyue Qin here. Great historical changes have taken place, and the fighting has not stopped. Write two sentences about how many men died in battle and how many tragedies were left behind. Three or four sentences have written the people's wishes for thousands of years, hoping to have a "flying dragon" to calm the chaos and stabilize the border defense. The whole poem sings a profound and open-minded theme in plain language, with smooth momentum and one go, which is amazing to sing. Li Panlong of Amin Dynasty once praised it as a masterpiece of Tang Dynasty, which is not too much.
About the author:
Wang Changling (698-756) was born in Jinyang, Hedong (now Taiyuan, Shanxi). He was a frontier poet in the prosperous Tang Dynasty, and later generations praised him as a "seven-legged master". Early poverty, trapped in farming, near but not confused. The first secretary of the provincial school, Lang, also learned from the macro words, and awarded Si Shuiwei, who was relegated to Lingnan because of things. There are Li Bai, Gao Shi, Wang Wei, Wang Zhihuan and Cen Can. At the end of Kaiyuan, he returned to Chang 'an and awarded Jiangning Cheng. The slandered dragon captain. An Shi rebelled and was killed by Lu Qiu's secretariat. His poems are famous for their four wonders, especially the frontier poems written in northwest frontier fortress before he ascended the first place, which is known as "the poet king Jiangning".
Teaching plan of "going out of the fortress" in the second and third grades of Chinese
Teaching goal 1, grasp the emotional tone of poetry, and be able to read poetry with emotion.
2, can deeply understand the meaning of poetry, experience the artistic realm of poetry.
3. Understand the disasters and misfortunes brought by the war to the people and strengthen their love for peaceful life. Experience the style of frontier poems and cultivate students' love for China literature.
Teaching focus
Can deeply understand the meaning of poetry and appreciate the artistic realm of poetry.
Teaching preparation
1. Teachers and students * * * search for information about war poems such as poets and times background.
2. Students preview poems before class.
3. Prepare the courseware.
teaching process
First of all, (1) the camera is imported to reveal the subject.
Last class, we learned a Yuefu poem "Joining the Army on the 15th", which made us realize the sufferings brought by the war to the people. In this lesson, we will learn another frontier poem "Out of the Great Wall" related to the war. (Title and author of blackboard writing)
(2) Review methods and exchange information.
1. Review method: Please recall that we have a way to learn ancient poems well. Who can tell us what this is? (Life narrative).
2. Information exchange:
(1) Introduce the author.
(2) The background is clear.
(3) Discuss and explore, and expand understanding.
1, showing the whole poem and overall feeling.
2. Use learning methods to explore in groups.
3. Sentence-by-sentence reporting, poetry.
First two sentences of the report
(1) Explain and experience poetry.
Thinking: Why do you mention the bright moon and Guan in Qin and Han Dynasties? What thoughts and feelings did the author express? How does it make you feel?
(2) Repeated chanting, familiar reading, poetry sublimation.
(3) Take out excerpts and notes, record poems, and form the habit of accumulation.
(4) Contact extracurricular and link knowledge.
B. The last two sentences of the report
(1) The reporting method is the same as above: reading aloud, reciting, excerpting and writing on the blackboard.
(2) Look at Tintin's words in the textbook My Perspective and understand the allusion "Flying Admiral of Dragon City" quoted in the poem.
Second, (a) with the situation, sublimate poetry. (Show courseware)
Let's read the whole poem again, read it out loud, and then understand the author's feelings.
(two) aftertaste reading, in-depth taste. (Show the courseware again)
Students read aloud and practice reciting.
Third, (1) solve the exercises after the book and compare the emotional tone of two ancient poems describing the war in this lesson.
(2) Look at My Perspective again to solve the problem of winter and winter, and understand the reasons why most ancient people chose war themes to write poems.
Fourth, over time, extracurricular extension.
Collect Wang Changling's other ancient poems describing the war, and you can also collect other poets' ancient poems describing the war.
Reflections on the Teaching of "Stuffing" in Chinese in Grade Three of Partial Primary School
Fortress, as an ancient poem, expresses the poet's hope that the court will appoint a brave warrior to guard the border in order to eliminate the feelings of border troubles. Today, this class ends by default, and the overall feeling has reached the expected teaching goal and received good teaching results. But it also left a lot of regrets. From the default point of view. I have been thinking about what to teach students in Chinese class. Are words, sentences and learning methods? Or a poem, a paragraph, an article? Since teaching, I think Chinese should be a kind of in-depth thinking and extensive absorption, and Chinese classroom should become a mobile library for students. Therefore, I want to expose students to more literary elements through one class.
The frontier fortress is a masterpiece of the seven wonders and a wonderful flower in frontier fortress poetry in Tang Dynasty. Therefore, when teaching this poem, we should integrate it into frontier fortress poems to experience it. Therefore, to solve the teaching problem, I choose the word "traffic jam" as the starting point, open the door of traffic jam, and intuitively perceive the harsh environment, hard life, frequent wars and tragic life and death of traffic jam. In order to learn poetry, cultivate a deep and dignified tone. Students' intuitive perception is realized intuitively through typical sentences of ancient poetry and frontier fortress pictures. It may be a little difficult for the students in our class to interpret poetry with poetry, but I really want to try it at the beginning of the preset.
On this basis, let the students read the poem well, get a preliminary understanding of the main idea of the poem, and lead to the "Long March" from the garrison. Then, when they go through the Long March, they will feel the hardship, misery and miserable life of the recruiter for a long time, and when they delve into the root cause of the recruiter's "not returning", they will understand the fact that the recruiter can't return and sympathize with the recruiter's life. Finally, it comes from "But make Longcheng fly, don't teach Huma to cross the Yinshan Mountain". In his poems, I realized the heroic spirit of recruiting people to participate in the war at different levels; The poet's yearning for peace and helplessness to the inaction of the court. Through analysis, to experience. Then read it aloud.
The classroom arrangement is very compact and interlocking, and the design of classroom language is also very delicate and meticulous. But it is precisely because there are too many presuppositions that the whole classroom seems to be the stage for teachers, and the students' dominant position is seriously weakened. The classroom capacity of this class is so large that it seems beyond the students' acceptance. As a result, several times after the text, the teacher's passionate reading failed to attract students' most emotional reading.
What I want to talk about is the problem of classroom presupposition and generation. My mistake in teaching this course lies in attaching importance to classroom presupposition, but neglecting classroom generation. And classroom generation is the brightest part of a class! In class, presupposition is important, but generation is even more indispensable. It's just that I often dare not grasp the generated things, or I don't have the ability to seize the generated opportunities in an instant. The lesson of "going out" made me deeply realize this point, so improving my literary accomplishment is a direction I need to work hard.