"An Absent Note" is the first of two ancient poems in Unit 1, Lesson 3 of the fifth grade of Jiangsu Education Publishing House, and it is the work of Jia Dao, a poet in the Tang Dynasty. This poem tells the story that the poet went to the mountains to find a hermit, but he didn't meet him. This paper mainly wrote the question and answer between the poet and the boy, which reflected the noble character of the hermit and the poet's admiration for him. This poem is characterized by questions and answers, plain as words, and distant artistic conception.
Analysis of learning situation:
This kind of teaching is aimed at children in rural areas. For them, their knowledge is not extensive enough and their desire to express themselves is not strong. Especially the students who have just come from primary school, most of them are used to indoctrination teaching. The new curriculum standard advocates guiding students? Personalized reading, diversified thinking, unique expression, creative application? . Therefore, in teaching, I encourage students to dare to express their feelings, respect their unique experience, and let students read the text with their own eyes, think with their own hearts and evaluate with their own mouths.
Design concept:
The suicide note is the work of Jia Dao, a poet in the Tang Dynasty. It tells the story of a poet who went to the mountains to find a hermit, but he was very disappointed. In teaching, I mainly divided into three sections: first, reading for the first time, reading in sequence, and reading the taste of poetry. The second is to read ancient poems carefully and understand them. Help students adopt multimedia understanding first? Cloud depth? The meaning of. Create a situation, imagine what Jia Dao and the boy will say, and perform, in fact, let the students say poetry. The third is to grasp the image and feel the image of a hermit. In order to make students feel the upright, tall and caring image of the hermit, I associate the scenery in the poem with the hermit, so that students can easily understand the hermit's heart.
Teaching objectives:
1, knowledge and skills; Guide students to read and recite ancient poems correctly, fluently and emotionally; Can you understand ancient poetry, and have you met before? 、? Words? 、? Cloud depth? The meaning of words like this.
2. Process and method: Through repeated reading, we can understand the meaning of poetry and the emotion and context of ancient poetry, so as to understand the things in poetry, appreciate the scenery in poetry and feel the feelings in poetry.
3. Emotion, attitude and values: Through the teaching of ancient poetry, we can understand the image of the hermit in the poem, feel the feelings of the hermit, and feel the exquisiteness and rich connotation of the refined sentences of ancient poetry, thus being influenced by beauty.
Teaching focus:
1. Read ancient poems correctly, fluently and emotionally.
2, reading taste, feel the changes of the author's thoughts and feelings.
Teaching difficulties:
Understand the image of hermits, and feel that hermits are tall and straight, caring for the people.
Teaching aid preparation:
Multimedia courseware.
Teaching process:
First, talk about the topic and question the solution.
1. We have recited many ancient poems since the classic reading. Can you recite some songs for everyone? (Students recite freely)
[Design Intention]: Reciting ancient poetry can stimulate students' interest in learning ancient poetry and play a directional role in helping students understand ancient poetry.
2. Expose the topic: Today we are going to learn a new ancient poem.
Words on the blackboard: a note for absent students.
Let's read the topic beautifully together. (Look at the topic together)
Do you know who is the author of this ancient poem? What do you know about him? (Teacher camera added)
Step 4 solve the problem
(1) Does it work? Looking for what? 、? Hide? 、? Meet? Word combination? Do you know what they mean in the title?
(2) Who can tell me the meaning of the topic?
Read the question again and tell me what you want to find out.
[Design Intention]: Starting from the topic, let students ask questions, which not only helps students understand the meaning of the topic, but also paves the way for the teaching of this poem.
Second, I read it for the first time, which is a bit poetic.
1, transition: Let's read the poem and see if you can find the answer to the question you just asked.
Every student must read this poem three times, and each time he must meet certain requirements.
First time: I want clear pronunciation and mellow voice.
The second time: orderly reading.
The third time: to understand the taste of poetry, then you are great.
(Students practice reading ancient poems)
[Design Intention]: Read aloud for three times, so that students at different levels have different training requirements, and everyone can choose what they meet.
3, named students read aloud, shorthand comments, pay attention to encourage students.
Everyone reads the pronunciation accurately. Read the ancient poems again and see what they have written. How do you think this poem should stop?
(Remind the second sentence to pause? Say || t | Take medicine? )
[Design Intention]: The pause of ancient poetry is not always a format, and some stories have to pause according to the meaning. The second sentence of this poem is a little special, which can make students pause according to the meaning of the sentence and help students understand the poem invisibly.
5. Guide the reading of ancient poems and read the rhythm.
[Design Intention]: What is the language? Language? And then what? Words? The combination of Chinese teaching and reading is fundamental, so we should read the text thoroughly.
Third, read ancient poems carefully and understand them.
1. Do you know any words after reading this ancient poem? Put forward communication.
Multimedia demonstration: a mountain with clouds around it. Camera understanding? Cloud depth? .
2, role-playing, understanding poetry in dialogue.
(1) Jia Dao went up the mountain to look for sages. He didn't find them, but he met the young man. Look!
(Multimedia demonstration: illustration of Jia Dao and the boy meeting on the mountain)
At the same table, one plays Jia Dao, the other plays a boy, and performs questions and answers according to his own imagination.
[Design Intention]: The display of multimedia illustrations creates a situation. Acting at the same table allows students to quickly enter the situation and pave the way for understanding poetry.
(3) Name the students performing on stage.
(4) Their wonderful performance made me live there, so how did the situational poets write it?
(5) Multimedia presentation of ancient poetry for teachers to read.
Students, read it. Try to read the scene in the poem.
Students practice reading, and then call the students to try reading.
[Design Intention]: The teacher's demonstration reading infected everyone in the class and brought the students into the artistic conception of poetry.
3. How did Jia Dao's mood change during the dialogue with boys?
(full of hope? Disappointed? A glimmer of hope? Completely disappointed)
With such emotional changes, let's read the ancient poems again! (Read by name? Read together)
[Design intent]:? The unity of instrumentality and humanism is the basic feature of Chinese curriculum. ? Language without emotion is a pile of words; Words without true feelings will look pale and powerless. Ignoring emotional factors, no matter how vivid your class is and how solid your language is, it is not in place. In a sense, Chinese teaching is an emotional teaching, and teachers should guide students to do it? The real me? , Lu? True feelings? . Of course, teachers' demonstration and influence can not be ignored when guiding students to deeply understand and feel the emotional factors of the text. Should teachers become? A barometer of the text? In one's own way, language, emotion, etc. To infect students and drive them to share the same sadness, joy, excitement and calm with the text? Only in this way can we learn from the outside to the inside, thus improving Chinese literacy. This is the real Chinese learning.
Fourth, grasp the image and feel the image of a hermit.
1, transition: The poet looked for a hermit, but he didn't meet him. The poet was very disappointed. What kind of person is a hermit? So admired by poets? Read the ancient poem again and see if you can find the answer from it.
As the saying goes, all scenery words are sentimental words. Although the poet did not write about hermits in his poems, the scenery written in his poems is closely related to hermits. Find out what the poems are about and see what their characteristics are. Then connect them with hermits, and you will find something new. (Students read ancient poems again)
3. Don't hermits care about this society and the sufferings of Baixin when they live in seclusion? Does he give up everything and live a leisurely and quiet life? What do you want with a hermit? What did you read from it?
4. Students communicate and the teacher gives a little guidance.
(Collecting medicines to save lives, caring for people, taking pains to be a bodhisattva)
5. Multimedia presentation, summary and review.
This is the hermit in the poem. He is like a pine tree () and a white cloud (). He went to the mountains to collect herbs to heal the wounded and rescue the dying, and his heart was filled with () He was like a fairy in the clouds and a bodhisattva who saved the world!
[Design Intention]: The analysis of the characteristics of the scenery in the poem is helpful for students to understand the hermit's heart.
Fifth, expand and extend.
Those hermits are brilliant, broad-minded and carefree. What other experts do you know?
Sixth, homework.
Write this poem into a short story of 300 words.
Blackboard design:
A note for the absent.
Daodao hermit
Full of hope and integrity
Lost hopes are high.
A glimmer of hope is pure and clean.
Completely disappointed, the heart is the people.
Teaching reflection:
This poem mainly describes one thing that Jia Dao didn't find when he went up the mountain to find a hermit. It is the difficulty of ancient poetry to let students feel the image of a hermit. In order to break through this teaching difficulty, I ask students to find out the scenery written in the poem and talk about the characteristics of these scenery on the basis of full reading. Students can say it more easily. Mountain? what's up Tall? 、? Cloud? what's up Pure? ,? Loose? what's up Integrity? 、? Evergreen seasons? . Then the students thought: What is the connection between these landscapes and hermits? Students can't say anything about this question, so I will guide them: What does a hermit do up the mountain? What did he do all this for? What kind of person is the hermit who makes the poet so admired? Instruct students to combine the hermit with the characteristics of clouds, mountains and pines in front of them, and students will naturally feel the image of the hermit as upright, tall, pure and for the people.