Good afternoon. The topic of my lecture is "Quasi-Difficult". I will start with six sections: teaching material analysis, teaching objectives, teaching methodology, teaching process and teaching blackboard.
I. teaching material analysis
It is difficult to copy, which is selected from the first unit of Appreciation of China Ancient Poetry. Appreciation of China's Ancient Poetry and Prose is an optional textbook for senior two in the curriculum standard experimental textbook of ordinary senior high schools published by People's Education Press. This book focuses on guiding students to read ancient poems from the perspective of literary appreciation, further consolidating the accumulation of ancient poems of senior high school students, and improving students' ability to appreciate poems, read classical Chinese and appreciate literature.
The first unit is appreciation of ancient poetry. According to different teaching requirements, this unit can be divided into four parts: appreciation guidance, appreciation examples, independent appreciation and work recommendation.
The appreciation guidance part clearly puts forward that the teaching goal of this unit is "to oppose will with will, and to know people and discuss the world". The so-called "opposing the will with the will" means that when we appreciate poetry, on the one hand, we should understand the main idea of poetry from the surface to the inside on the basis of correctly understanding the meaning and meaning of words, on the other hand, we should guess the author's writing intention and understand the author's thoughts and feelings in combination with our own life experience and emotional experience. The so-called "understanding people and discussing the world" means that when analyzing poetry, we should combine the writer's life experience, ideological tendency, aesthetic taste and the special background of the times to understand the works and dig deep into the profound meaning of the works. The two are intertwined and inseparable.
In the appreciation sample part, the arranged poem is Song of Eternal Sorrow. Due to the length and difficulty, in the actual teaching process, the self-appreciation part of "It's hard to walk" can be said to be the first text of this elective textbook. Scientifically guiding students to interpret poetry from the perspective of "doing the opposite" and "knowing people and discussing the world" can not only lay the foundation for the study of recommended works in this unit, but also lay the foundation for the study of the remaining two units of this textbook. Therefore, it is of great significance to study this lesson.
Second, the teaching objectives
The teaching objectives of this course are formulated according to the requirements of Chinese Teaching Syllabus for Full-time Ordinary Senior Middle Schools, Chinese Curriculum Standards for Full-time Ordinary Senior Middle Schools (Experimental Edition) and Chinese Teaching Syllabus for College Entrance Examination in Hubei Province in xxxx, and combined with the actual situation of Chinese learning in Class 14.
(A) < < Full-time high school Chinese syllabus > > requirements: a preliminary appreciation of literary works, can feel the image, taste the language, understand the rich connotation of the works, appreciate their artistic expression, have their own emotional experience and thinking, be infected and inspired.
(B) "Chinese Curriculum Standards" (experiment) requirements:
1, cultivate and stimulate students' interest in reading ancient poems, cultivate students' reading habits, understand the ideological connotation of the works, and comprehend the artistic charm of the works;
2. With the help of reference books and related materials, read ancient poems that are not too difficult to understand the common sense of ancient China culture;
3. Learn the basic methods of appreciating ancient poetry, advocate personalized experience, and advocate independent, cooperative and inquiry learning methods.
(The requirements of the Chinese syllabus for the college entrance examination in Hubei Province in xxxx year: ① Appreciating the image, language and expressive ability of literary works; ② Evaluate the ideological content of the article and the author's viewpoint and attitude.
The three can be summarized into ten words: students' language image, skills and emotions. To put it simply, students are the main body to appreciate poetry from the perspectives of tasting poetry language, analyzing characters, appreciating expression skills and feeling poets' emotions.
(4) Analysis of the learning situation of Grade Two (14) class:
1. On the basis of reading and appreciating some ancient poems in Compulsory II and Compulsory IV, students in Class (14) have accumulated a certain amount of poems and have certain methods of appreciating poems;
2. The students in (14) class have a poor foundation, accumulated few substantive words, and still have problems in fully understanding the general idea of poetry, and their ability to analyze the text needs to be strengthened;
3. Class (14) is a science class with strong logical ability, poor image ability, and language expression ability and literary writing need to be strengthened;
Based on the above teaching requirements and the analysis of the learning situation of 14 class, I have designed the teaching objectives of this class as follows:
1, knowledge and ability:
(1) Understand Bao Zhao's life and works;
(2) Understand the theme of the poem and recite the whole poem;
(3) Analyze the behavior and social roots of "worry" in the poem;
(4) Appreciate the application of Bixing technique;
(5) Analyze the image of the poet.
2, process and method:
(1) Develop teacher-student cooperation from the perspective of "autonomous learning and cooperative inquiry" and read poems with emotion;
(2) From the perspective of "opposing one's will with one's will", the poet's inner sadness is expressed through external actions;
(3) Analyze the source of the poet's sadness and anguish from the perspective of "knowing others and discussing the world".
3. Emotions, attitudes and values:
(1) Grasp the emotion of poetry and experience the resentment of the poet's talent and ambition;
(2) Stimulate students' sympathy and admiration for the poet's talent.
Among them, the teaching focus is:
(1) Grasp the theme of poetry, master poetry reading skills, and read poetry with emotion;
(2) Analyze the action performance and social roots of "worry";
(3) Analyze the image of the poet.
The teaching difficulties are:
(1) Learn the poetry appreciation methods of "opposing the will with the will" and "knowing people and discussing the world";
(2) Understanding of Bixing technique.
Third, teaching rules.
In order to create opportunities for students to speak, think and practice, let them participate more in teaching and become the main body of classroom teaching, according to the teaching objectives, text characteristics and students' age and psychological characteristics, I adopt the following methods to teach:
1, reading method. Reading aloud is an important link in the teaching of ancient poetry, which helps to cultivate students' sense of language, help students grasp the emotion of poetry, deepen their understanding of poetry and lay a good foundation for poetry appreciation.
2. Question method. The scientific design of questions can not only highlight the guiding role of teachers, but also stimulate students' interest and curiosity in thinking and cultivate students' logical thinking ability.
3. Independence, cooperation and exploration. The new curriculum standard advocates the learning concept of autonomy, cooperation and inquiry. It not only emphasizes that teachers give students enough classroom space, but also emphasizes students' initiative and cooperation in learning. It is both a teaching method and a learning method. In the teaching process, I arrange for students to preview poems before class, find out the main idea of poems, and highlight students' autonomy in learning; In the process of poetry reading, student representatives try to read first, then students comment on the reading effect, teachers guide the comments, and finally teachers summarize the reading skills. The whole process emphasizes the cooperation between students and teachers. When exploring the root of the poet's "worry", I pay attention to guiding students to combine the social background and the poet's life and deeply explore the specific social root of the poet's "lack of talent".
In short, in the whole teaching process, I advocate the cooperation between students and teachers, so that students can become the masters of the classroom and teachers can become the guides of the classroom, giving full play to students' subjectivity and teachers' guidance.
Fourth, the teaching process
(1) Introduce a new lesson: Introduce Du Fu's and Li Bai's praise to Bao Zhao, so as to give students a lofty image of Bao Zhao, make students admire and admire the poet, pave the way for later analysis of the poet's misfortune, and form a sharp contrast, thus deepening students' understanding of the poet's inner darkness and deep sympathy for his talent.
(2) Interpretation and preview of poems: Yuefu poems. Intertextuality of Sigh after Sitting; "Song", chant, chant.
(3) Reading poetry (key)
Students' Collective Free Reading —— Teachers' Requirements: Emotion, Speech Speed and Intonation.
Student representatives try to achieve the teaching goals of emotion, speech speed and intonation through reading aloud-student comments, teacher guidance, student-student cooperation and teacher-student cooperation.
Teachers demonstrate reading aloud with music-teachers demonstrate and lead students to imitate reading aloud sentence by sentence.
Student representatives demonstrate reading-check the imitation effect and students demonstrate.
Students read together in groups-progress to master emotions and try to figure out the speed and tone of speech.
(4) Emotional analysis:
1, follow the mood of reading aloud and ask the students: Which word in the poem directly expresses the poet's inner sorrow and anguish? This leads to the poetic eye "worry"?
2. Then ask: How did the poet express this sadness? Teachers guide students to recall Liu Yong's "Holding hands and staring with tears, but without words and choking", and Xin Qiji's "Seeing Wu Gou, patting all over the railing, no one will care, boarding the boat", summarizing the ways to express inner sadness through external actions and behaviors, and guiding students to find out the verb to express the poet's inner feelings-it is difficult to go.
3. Students are divided into four groups and sum up the poems of these verbs with four-word phrases. Teachers and students cooperate and get the best summary through comparison and identification. Teachers guide students to analyze the poet's sense of hierarchy.
The above questions not only cultivate students' ability to grasp poetry emotion through reading aloud, but also pay attention to cultivate students' ability to analyze and summarize poetry language, emphasize cooperative learning between teachers and students, and pay attention to appreciating poetry from the perspective of "opposing one's will with one's will".
4. Q: What is the reason for the poet's "worry"? Appreciation of poetry from the perspective of "knowing people and discussing the world"
5. Q: Does the poet have a clear understanding of the root of his unhappy life? Yes
6. Where can I tell? It is easy for students to answer "fate", but it is difficult to answer the first or second sentence. Teacher's guidance: "life" is directly spoken, and the first and second sentences are directly spoken. Analyze one or two sentences first, and then analyze "fate".
7. Question: Are the first and second sentences clearly written about water? How can it be the source of trouble? How to understand it? Teacher's guidance: What is used here is a technique of expression. It is easy for students to answer "metaphor", and the teacher adds "rise", which is called "comparison".
8. Teachers guide students to analyze the poet's attitude towards "fate": know life resigned himself to fate.
The design of this topic pays attention to text analysis ability, cultivates students' inquiry ability and digs the depth of the text.
9. Teacher's summary: The whole poem revolves around the word "sorrow", implicitly revealing the roots of "sorrow", "sitting and sighing", "drinking and sighing" and "breaking with sorrow", vividly writing that the poet's sorrow is constantly flowing and deepening. When the poet couldn't control himself, he issued the most powerful cry in life: "My heart is wrong", but in the end, I had to swallow my words and didn't dare to worry. Behind the "worry" is the poet's struggle against unfair fate and resentment against his talent and ambition. After learning poetry, I think every student has his own treasure photo.
10, poet image analysis: let everyone write on paper, and the teacher guides the students to start with the external image and the internal image. The teacher read aloud the exercises and then commented. This link mobilizes students' brains and hands-on ability, so that students can fully display their talents and complete the teaching goal of analyzing the image of poets.
1 1. Reciting poems: individual-group-group.
12. Homework: Collect the poems of Regret for the Past.
Five, blackboard writing teaching
The blackboard writing is divided into a front board and an auxiliary board. The design of the front panel revolves around two words: "worry" and "fate". "Sorrow" is divided into: purging water to promote sorrow, sighing and sitting, thinking about wine to eliminate sorrow, singing sad songs, breaking sorrow and swallowing sorrow. "Destiny" can be divided into: know life resigned to fate, disobeyed and resigned to fate.