? "Movement in Ancient Poetry" is aimed at junior two students. 1 comes from Chilechuan, one of the two ancient poems compiled by Class 18, the "X" is Yang Shen's Going Out of Hometown, Du Fu's Jueju and Wang Wei's Birds. The similarities between these five poems are dynamic and static, which is the "point" connecting the texts. The classroom has set the following two teaching objectives:
? 1. Read poems and ancient poems by the method of "imagining pictures according to poems" and feel the pictures depicted in the poems;
? 2. Through the study of poems such as Song of Chile and Going Out of the Country, we can feel the beauty of "movement and quietness" in the poems.
? The goal of 1 is set from two hints in two ancient poems. One is to read the text aloud. Recite the text. One is to read poems, think about pictures, and then say them in your own words. Meet the teaching requirements of the textbook.
? Goal 2 is to expand and improve on the basis of goal 1, which is also the focus and difficulty of this lesson.
The setting of teaching objectives is based on the requirements of teaching materials, and it is flexible to follow and take into account.
? In order to achieve these two teaching objectives, six kinds of teaching activities are set up in the classroom.
? The first teaching activity: guide students to think about the pictures depicted in Chilechuan, and imagine while reading, which conforms to the characteristics of poetry and the cognitive characteristics of junior two students.
? The second teaching activity: deform the poem and get rid of "seeing cattle and sheep at the wind" so that students can have a good experience. After discussion, the students come to the conclusion that without exercise, there is no breath of life. There is stillness and no movement, and the picture is lifeless, so it condenses the first keyword-vitality. Finally, let the students read aloud. By reading the verbs "blow" and "look" well, they can appreciate the dynamic aesthetic feeling expressed in the poem.
The third teaching activity: Show the texts read together, Yang Shen's "Going Out of Town" and Du Fu's "Jueju" (I and II).
Let the students draw sentences with "verbs" and experience them in reading.
The fourth teaching activity: Take Chilechuan as an example, how the three poems "dynamic" and "static" connected by students are arranged together.
In the fifth teaching session, the teacher shows a "lotus leaf painting in the drizzle" with three poems, so that students can summarize the four arrangement methods with tables and imagine a scene to write a poem.
? The sixth teaching activity: read Wang Wei's "Bird Singing Stream" together, and feel another kind of beauty of the combination of dynamic and static.
? In the sixth link, when the teacher showed the poem, I really felt anxious for the teacher. This is based on the movement. Students in grade two can understand the movement in the first three or four sentences of the poem, regardless of whether they understand the movement or not, before they can express the movement in the second sentence. But students actually understand that writing three sentences is to express the second sentence (the night is quiet and the spring is empty). I thought the teacher would say "move to settle down", but the teacher didn't mention it at all, saying "I can hear all kinds of voices, which shows the tranquility of the night"
? Activity 2 paved the way for activity 3. Starting from activity 3, gradually deepen the classroom. It happened in the second grade last semester, which is really incredible. I can't help but think of Wang Songzhou's sixth grade teaching "Lake Pavilion Snow" (junior high school textbooks are selected in the second volume of the eighth grade). The meaning of the text is difficult to understand even for second-grade students, but these primary school students can understand it accurately. While they are amazed, they can't help thinking: it is difficult for students in grade two to understand, but it is not difficult for students in grade six to understand? We often hear teachers complain that students are stupid and poor. In fact, whether we reflect on these two cases, I am afraid the teacher has more questions.
? With the teacher's accurate grasp of the requirements of teaching materials, the teacher's full evaluation of the learning situation, and the teacher's scientific design to achieve the goal, why not?