Broken red as embroidery. The east wind is swaying and the ribbons are hanging. Quasi-money soft strip Ask out a beautiful woman. The Shujiang River is green in spring. Struggles can end like branches. Climb with your bare hands. Who do you want to send with all your heart
2, "Linjiang Xianzi, Closing Saddle-Collecting Wind and Post Road"-Year: Song Author:
At the end of the saddle and post road, the long forest snow disappeared. Back to spring, flat and faint. I couldn't help drinking a glass of wine and alienated my old friend. Before a song in Yangguan was finished, the servant urged him to drive and build roads. Who cares more whether you think of me or not? The west wind blows over the geese, and the book is to be sent.
3, "Nian Nujiao last autumn and a half"-year: Song Author: Han Yuanji
Last autumn and a half, Zhengdumen ended and Xiang was leaving. After crossing the new geese in Shuangxi, I saw the bright moon again. Stepping into the tall building, looking at the mirror sadly, the green sideburns turned into snow. Sunset smoke trees, leaves flying down from people next to them. I still remember that Jiangpu was born at the head of the tide, and the sky was overcast and choppy. Thousands of miles across the river is like a dream, and the mountains are surrounded by blue. Drunk patted Zhu Lan, full of osmanthus, and inquired carefully: A man whistled against the wind and suddenly found himself in Yao Que.
4. "Love"-year: Qing author:
The star room is quietly exposed, and the rivers and lakes are pillow fairies in autumn.
All sentient beings have a bright moon and a lonely shadow, and the prodigal son sleeps alone when he is idle.
Put an end to lead flowers and return to less work, and eliminate the middle age of silk and bamboo people.
The vast future is like an ocean of sadness, and the news is that xi is whipping.
5, "Gong Ci"-Year: Song Author: Wang Jue
In the inner garden, the public learns to play ball, and the green hair flies purple flowers.
At the end of the dynasty, the propaganda is like a bead around the head.
2. Appreciating an ancient poem requires a complete teaching language: Lu You (1125-1210), a person with a sense of ci, whose real name is Weng Fang, and a native of Yinshan, Yuezhou (now Shaoxing, Zhejiang).
Patriotic poets in Southern Song Dynasty. Father Lu Zai is an intellectual with patriotic thoughts.
Family education made Lu You set up the thought of worrying about the country and the people and the ambition of killing the enemy and serving the country from an early age. He studied tirelessly since he was a child, and he was able to write poetry at the age of twelve. He also studied sword and art of war.
Around the age of twenty-five, he learned a lot from a patriotic poet, and he benefited a lot. From then on, the patriotic tone of his poetry creation was determined. In the twenty-third year of Shaoxing (1 153), he went to Lin 'an to be a scholar, but he was jealous by Qin Gui because of the "theory of happiness after recovery" and was removed from the list during the second interview.
It was not until three years after Qin Gui's death (1 158) that it became the master book of Ningde County in Fuzhou. At the beginning of his reign, Song Xiaozong was summoned and given the background of Jinshi.
He has served as a judge in Zhenjiang and Kuizhou, participated in the shogunate of Wang Yan and Fan Chengda, promoted the tea and salt business in Changping and Jiangnan West Road in Fujian, and won the right to be the magistrate in Yanzhou. Guangzong, in addition to the court doctor, does the doctor.
After the disintegration, he returned to his hometown of Old Yin Shan. He "mingled with the old peasants", sent doctors and medicines to the peasants, and forged a deep friendship with them.
In the second year of Jiading (12 10), an 85-year-old poet passed away with the regret of "wishing he could not see the Central Plains before his death". He was born in an era of sharp ethnic contradictions and critical national situation. He is determined to "sweep away the dust" and "calm down the national disaster" with the heroic spirit of "iron horse conquering Land Rover" and the spirit of sacrifice of "revenge for national subjugation". However, in the political struggle, he was repeatedly excluded and hit by the imperial capitulationists. However, he firmly adhered to his ideal.
He created a lot of works in his life. Today, there are nearly 10,000 songs with a wide range of topics and rich contents.
There are also 130 words, and a lot of essays. Among them, the achievements of poetry are the most remarkable.
In the early stage, most of them were patriotic poems, which were magnificent and bold. In the later period, most of them were pastoral poems with beautiful and plain style.
The most striking feature of his poems is strong patriotism. Most of his poems are elegant and graceful, but there are also many impassioned works full of tragic and patriotic passion.
Jin Mao's "Postscript on the Poems of Releasing Weng" said: "Yang Yongxiu (cautiously) said:' The poems of releasing Weng are as beautiful as Huaihai (Qin Guan) and as magnificent as the eastern slope. "It's more like Jiaxuan's ears to be super cool."
His prose achievements are also very high, and he was promoted to be a master of the Southern Song Dynasty by his predecessors. Most of the political essays, historical records, travel notes, prefaces and postscripts written are concise in language and orderly in structure.
Lu You is an outstanding representative of patriotic poetry school. His works have strong patriotism and outstanding artistic achievements, and occupy an important position in the history of China literature.
He inherited and folded the fine traditions of realism and romanticism in classical poetry, which had a far-reaching influence on the literary world at that time and later. There are Selected Works of Weinan, Poems of Jiannan, Book of Southern Tang Dynasty, Notes on Old Ann Studies, etc.
In this paper, eleven of his poems are selected: You Shan Xi Village, Jianmen Road Encountered with Light Rain, Reading with Illness, Guan Shanyue, Sleeping in Water Village, Book Wrath, The First Twilight of Spring Rain in Lin 'an, Feeling of Going out of the Fence Door to Meet the Cold in Autumn Night (Part Two), The Storm on November 4th and Spring Festival in Lin 'an. His five poems are: Bu Operator (by the broken bridge outside the post), Night Tour Palace (when the snow clears), Confession of Love (when Wan Li is looking for a seal), Queqiao Fairy (when the eaves are quiet) and Hairpin Phoenix (with bare hands); One of his articles: The Story of Traveling to Xiaogushan. For the famous tour of Shanxi Village handed down from ancient times, see the explanation in "Jian Nan Poetry Draft".
In the second year of Song Xiaozong Trunk Road (1 166), Lu You strongly supported the Northern Expedition of Zhang Jun, the general of the Anti-Japanese War, and was excluded by the imperial capitulators. Since then, Lu Xing (now Nanchang City, Jiangxi Province) was sentenced to be dismissed from office and returned to his hometown to live in San Shancun, Yinshanjing Lake. This poem was written by the author when he was in San Shancun in the early spring of the third year of the main road (1 167).
The poem records a trip to a neighboring village, describes the beautiful scenery, lively holiday atmosphere and simple hospitality of the farmers in Yin Shan, and expresses the author's deep friendship for the farmers. The original text does not laugh at the muddy wine of farmers, but raises enough chickens and dolphins in good years.
There is no way to go because of the winding water flow in the mountains, and a mountain village suddenly appears in the willow-green flower bay. The day of playing flute and drums is approaching, and the villagers are still dressed simply.
From now on, if you ride leisurely on the moon, you will lock the door with crutches all night. For the explanation of light rain on Jianmen Road, see Jiannan's poem.
Jianmenguan "in Jiange County, Sichuan Province" is not only a tunnel into Sichuan, but also a historical attraction. Poets of all ages have sung many poems. In the winter of Dalu eight years (1 172), the author sang this poem from Nanzheng (now Hanzhong, Shaanxi) to Chengdu.
As for the interpretation of his poems, or that the author's lifelong ambition is recovery, he was transferred from the front line of Hanzhong to the rear Chengdu as a leisure official, so the poem expresses the feeling of unfulfilled ambition. The author is not eager to be a poet, but he is not willing to be only a poet, which has profound connotations and implications. Sword gate, mountain name.
It turns out that clothes are stained with dust and wine, and you will disappear everywhere when you travel. Is this body a poet? Riding a donkey into the sword gate in the drizzle.
For the explanation of the problem in the book "Onset", see "Jian Nan Poetry Draft". Written in Xichun's third summer in Song Xiaozong (1 176).
When I was traveling in Chengdu, I was attacked, impeached and dismissed from office, so I bowed to other places. In late spring, summer and autumn, the author fell ill. Although his life is getting poorer, he still remembers the meaning of recovery.
So after he recovered from his illness, he wrote the second book "Disease Book" to show his undying love for the country. The original text is broken and the gauze cap is wide, and Wan Li, the lone minister, is a Jianggan guest.
Although the status is low, I never forget to worry about national affairs, but if I want to realize the ideal of reunification, I can only make a final conclusion after death. I hope the gods of heaven and earth will bless the country, and the people in the north will wait day and night for the emperor to recover lost territory.
Introduction is a table that is familiar with the present and the present. Read it carefully at midnight. For the explanation of Guan Shanyue's title, see Nanbo Poetry Draft.
Written in four years (1 177), the author was impeached and dismissed from office, living in Chengdu, and it has been nearly fifteen years since Song and Jin reached the "Long Xing He Hui". The poem reveals the dissolute enjoyment of the generals in the fifteenth year of Emperor Yong's reign, expresses the grief and indignation of the soldiers who died for their country, and the urgent desire of the adherents to endure death and hope for recovery, and expresses the author's anger and condemnation of the court's peace and stability policy.
Guan Shanyue was originally a cross-wind song in the Han Yuefu. For the next fifteen years in Zhao Rong, the general did not fight for the empty border.
Zhumen is singing and dancing, and the stable horse is fat and the bow is broken. Xu Lou Diao Dou urged the moon to set, joined the army at the age of 30, and now he is white-haired.
Who knows that the heart of a strong man in the flute, the sand head is empty and attracts people's bones, and scholars in the Central Plains have also heard about it. Are there any descendants who oppose Hu Chuan? The adherents are dying and looking forward to recovery, and they are crying tonight! Parking in Shuicun at night.
3. Reflection on Ancient Poetry Teaching How to Write Two Ancient Poetry Teaching Reflection Through the teaching of two ancient poems, we strive to embody the idea of quality education.
Under the guidance of teachers, we should give full play to students' main role and arouse their learning enthusiasm, so as to optimize the teaching process and improve teaching efficiency. In the teaching of ancient poetry, we should first break the traditional traction mode word by word, and then give students room for independent thinking and imagination.
Therefore, when preparing lessons, I closely focus on the principle of applying what I have learned to design teaching links, starting with what students know and discussing the unknown. Emphasize students' active participation and full participation (before, during and after class).
In the teaching of two poems, we should arrange self-study links in time, encourage students to look up words with reference books, and create opportunities for students to read since the enlightenment by themselves. In the process of exchanging the results of self-study, we should change the simple "teachers teaching students" into "students learning from each other" and "students complementing each other", and the blunt teachers should instill self-enlightenment in students, so that students can learn independently and since the enlightenment can enjoy himself.
The second ancient poem is easy to understand, and some students have been exposed to it before going to school. As far as this lesson is concerned, there is a foundation for learning the second poem. We should give full play to this advantage, mobilize students' various senses, go deep into the artistic conception of poetry, and let students have room for sublimation and re-creation of ancient poetry.
In class, students are designed to teach themselves two ancient poems in their favorite way, such as speaking, reading and drawing. In this way, starting from students' learning needs, we should respect students' individual differences, stimulate students' interest in active participation in a relaxed and pleasant learning atmosphere, enable students to deepen their understanding of poetry in various ways, and build a bridge for students to taste the artistic conception of poetry and recreate it after understanding.
The implementation of quality education in the teaching of ancient poetry should not only reflect the students' dominant position, but also give play to the leading role of teachers. Students will have different views and understandings on some difficult points.
They are debaters in the debate, discussants in the seminar, and the teacher is the chairman of the debate. They should not only encourage students' independent opinions, but also give timely guidance on key points and difficulties, properly sort out problems, and make students improve in the process from debate to enlightenment. For example, the "Chu" in the first poem is very important in the whole poem, and it is difficult for middle school students to understand it.
As far as the study of ancient poetry is concerned, teachers should also pay attention to guiding students to imagine according to the meaning of poetry, enter the state with emotion and strengthen emotional reading. For example, the first poem can be divided into five steps: first, read the poem by yourself and imagine the scene initially; Second, the teacher reads aloud with the music playing model, and the students perceive the momentum of the waterfall; Third, students read aloud while understanding and imagining, and read out the momentum according to the pictures formed in their minds by poems; Fourth, enjoy the video about the scene of Lushan Waterfall, combine poetry and painting, and guide students to integrate into the artistic conception; Fifth, combine image and understanding to change perceptual reading into creative reading.
In the implementation of quality education in the teaching of ancient poetry, we should also pay attention to the combination of in-class and out-of-class activities, extending from in-class to out-of-class, and initially cultivating students' ability to collect and process information. For example, before class, let students consult the information about two poets, Li Bai and Su Shi.
Collect other poems of the two poets after class, so that students can learn from each other, not just a class or a book, thus expanding the exchange of information between students. Doing so can give full play to the role of Chinese textbooks as reference books, which not only increases the teaching density, but also further stimulates students' interest in learning ancient poems.
First, break the common phenomenon and reform the classroom structure of ancient poetry teaching. The great breakthrough of this course is to change the traditional practice of teachers pulling students to teach ancient poetry and telling poetry word by word. The class begins with students reciting the ancient poems they have learned freely, and introduces two ancient poems to be learned today.
Then, arrange self-study time so that students can have a process of concentrating on reading. On the basis of full self-study, let students report what they have read, and discuss and complement each other between teachers and students.
For questions that students don't understand, the teacher arranged a questioning session to inspire students to discuss with each other. In the reading sound of Lang Lang, in the discussion of students' free expression of opinions, the teaching task was completed.
This design reflects the respect and trust for students, gives students the initiative to learn, and makes students truly become the masters of learning. Teachers are only participants and collaborators.
4. Reflections on the teaching of ancient poetry in primary schools. Reflection on the teaching of ancient poetry in primary schools is a problem that needs to be discussed, which must be paid attention to by textbook compilation, teachers and educators.
One is whether the selection of materials conforms to the psychological characteristics of primary school students and whether they can master ancient Chinese vocabulary. Second, how to teach students ancient poetry needs to grasp those key points.
To what extent. Personally, these problems can't be solved in one or two sentences.
It is also inappropriate in this column. The following articles can be used for reference.
Reflections on the teaching of ancient poetry for primary school students: Because there is a certain distance between the scenery events and characters described in ancient poetry and the years when students live, students can't grasp its connotation well. In more than ten years of Chinese teaching, I have summed up several methods of teaching ancient poems: First, repeat and cultivate the spirit. The ancients said that "the seven verses are divided into three parts", which shows the importance of reading aloud when learning ancient poems.
Reciting ancient poems can improve students' ability of association and imagination, and then improve their artistic accomplishment. Therefore, in the teaching of ancient poetry, we must pay attention to repeated reading.
As far as the guidance of reading aloud is concerned, there are three stages. First reading, I feel poetic.
When reading ancient poetry, we must pay attention to rhythm and melody, achieve cadence and grasp the emotional tone of poetry. These should make students feel something when they first read ancient poems, so that students can reach the level of understanding.
Intensive reading deepens understanding. The first reading is a vague understanding. In the second stage, students should set some questions or guide them to find some problems, and then combine analysis to deepen understanding in reading, consolidate in understanding and develop in a spiral way.
Read and deepen your understanding. When reading aloud at this stage, students should be guided to taste the key words and expressions of poetry, understand the expression methods of poetry, insert the wings of imagination on the basis of understanding, describe the specific scenes in poetry in their minds, feel the artistic power of poetry, and achieve the effect of applying what they have learned.
In a word, repeated reading is the main method of teaching ancient poetry. When guiding reading, we must have a purpose (not just reciting poems) and step by step. It not only deepens students' understanding of poetry, but also cultivates their sentiment.
Second, skillfully analyze and understand poetry 1. With the help of history, students can understand poetry correctly and profoundly. In the vast ocean of Tang and Song poetry, there are a large number of ancient poems, which are the poet's sincere feelings about the social situation at that time and the poet's understanding of life experience.
In the teaching process, we must understand the creative background in order to have a comprehensive and correct understanding of poetry. With a certain historical knowledge, we can correctly understand that "the castle peak towers outside the mountain" are not the prosperous scene of the Southern Song Dynasty, but the evidence of stealing peace; "West Lake Song and Dance" is not surging, but the voice of national subjugation; "Tourists are drunk" is not intoxicated with the peaceful and prosperous times, but a state of being drunk and dreaming of death.
If teachers can properly guide students to collect materials and supplement some historical knowledge related to poetry, they can help students to eliminate the barriers caused by some times, and also exercise their extracurricular accumulation ability and self-study ability. Students can learn ancient poetry and have a historical "east wind" to borrow.
2. Analyze the key words. In most poems, the content revolves around a word or a sentence, which is the key word in the poem. These words are often a focus of the poet's thoughts and feelings, or a center around the whole poem. Grasping the key words is conducive to clarifying the ideas of the whole poem and the thoughts that the poet wants to express.
In teaching, we must pay attention to the method of finding keywords and phrases, and take it as the starting point of analysis or the focus of "decoding" poetry. For example, The Early Creation of Baidicheng was written by Li Bai when he was pardoned and left Baidicheng by boat in the spring of the second year of Tang Dynasty.
The whole poem combines narrative and description to create a mythical artistic picture: in the morning, the sky is full of colorful clouds, and a boat flies out of Baidi City and rolls down the Yangtze River; There are endless sounds of apes on both sides of the strait; The mountains are overlapping and the roads meet.
What a wonderful boating map of the Three Gorges of the Yangtze River! It seems that they are all about scenery. How do poets express their feelings in their scenery writing? We can reproduce this artistic conception by grasping key words. At the beginning of the poem, the poet used "Ci" to describe the atmosphere when he bid farewell to Baidi City, and then used "a day in Jiangling" to express the poet's relaxed and happy mood.
The ape sound is decorated with "no crying", which shows the joy of the poet's mood. The light decoration of the "boat" shows the poet's relaxed mood.
Through the embellishment of these keywords and sentences, the poet's image under the river is vivid and his joy is beyond words. Describe the "realm" of poetry and point out the poet's "emotion". Students' imagination will naturally enter the artistic conception of poetry and resonate with the poet's feelings.
Third, expand the promotion ability in a timely manner. Many excellent poems in ancient China are full of poetic images. In the teaching of ancient poetry, we should guide students to enter the artistic conception of poetry and experience the poet's feelings. The teaching of ancient poetry should be poetic and the teaching should be poetic.
For example, when I teach Du Fu's poem "Looking for Flowers Alone by the River" (Huang Si's "My Family is Full of Flowers"), I guide students to fully understand each poem, turn it into a beautiful landscape painting, and let them draw a colorful painting by themselves, so that they can experience the fun of creation and be influenced by beauty. After the students start painting, I will guide the students to perform the butterflies and Yingying in "The Butterfly keeps dancing and Yingying just crows", so that the picture will be three-dimensional and vividly presented to the students. When students play the role in poetry, they fully mobilize their existing knowledge and life experience, and dynamically imagine some voices in life without painting poetry, which greatly enriches the picture and successfully experiences the artistic conception of poetry.
After learning this ancient poem, I used the method of quoting poems and asked the students to draw a picture of "Spring Dawn" after class. In deja vu, the students once again realized the poetry of life and the poet's love for spring. Fourth, the requirements of ancient poetry teaching for teachers.
In the teaching of ancient poetry, we should not only fully reflect the students' dominant position, but also attach importance to the leading role of teachers. Only when teachers have a full understanding of poetry can they effectively control the whole poem, correctly guide students to master the "living things" in poetry, and give students a world where they can give full play to their subjective initiative.
The ancient poems selected in the textbook are mostly selected according to the age characteristics and learning level of primary school students, which is easy to understand and accept.
5. How to teach Chinese ancient poems in primary schools? Traditional ancient poetry not only leads students to feel the beauty of language, artistic conception and emotion, but also makes them feel the profoundness of China culture. In order to improve students' ability to appreciate ancient Chinese poetry, I share my humble opinion on how to teach ancient Chinese poetry in primary schools.
First, stimulate interest and create a situation
By creating situations, teachers can stimulate students' interest in learning and enter the classroom quickly. Not only the author's brief introduction and writing background, but also the theme of the poem. Regarding the introduction of the author, when introducing Wang Wei, Wang Wei was both a poet and a painter. We can start with his paintings and feel the poet's feelings from them. The introduction of contents, such as three ancient poems, Dengguazhou and Qiu Si, all take homesickness as the theme, such as Farewell to Meng Haoran on the way to Yangzhou and Two Ambassadors to Anxi, all belong to farewell poems. Teachers can attract students' attention by telling the theme when teaching.
Second, grasp the key words to quickly understand the language of poetry, and feel the meaning when in Rome.
The charm of ancient poetry lies in that every word is wonderful, every scenery is full of the author's emotions, and every move has profound meaning. In teaching, let students put forward words they don't understand in each line of poetry, read and discuss, and with the help of translation, understand the meaning of each word in a specific language environment. For example, the word "foot" in the couplet of the ancient poem "A Tour in Shanxi Village" reflects the villagers' warm hospitality to the author, while the words "dark willow" and "bright flower" in the couplet describe the beautiful scenery of willow flowers, thus reflecting the process of the author's mood change, which is helpful for students to understand the writing technique of scene blending. By grasping the key words, guide students to analyze the meaning of words step by step, and lay the foundation for understanding emotions.
Third, expand and extend to do as the Romans do, and put yourself in the other's shoes.
The poet's inspiration comes from life. On the basis of classroom teaching, take students into life, nature and situation, and use their own experiences and feelings to understand and feel poetry. For example, in Wang Wei's "Send Yuan 20 An Xi", "Advise you to drink more and go out of Yangguan for no reason", which leads students to think that in ancient times, seeing friends off to Yangguan, there was no electronic communication equipment, and I didn't know when to meet again when I left. Combined with role-playing, we can deeply express the feelings of parting between friends. For another example, the philosophy contained in Topic Xilin Wall can guide students to stand in different positions in the classroom to watch a corner of the campus and feel different perspectives. Guide students to experience and combine poetry to better understand the author's emotions.
Fourth, read and think repeatedly and learn from reading.
The new curriculum points out: "Improve students' Chinese literacy in an all-round way". Guide students to think and feel in reading, and improve their reading ability and oral communication ability. Carefully designing and choosing the forms that students like to hear and hear can arouse students' enthusiasm of reciting ancient poems to the greatest extent. Therefore, in class, train students to read aloud with emotion and read aloud in their favorite way. Let students have a deeper understanding of the joys and sorrows expressed by poetry in reading aloud, so as to be influenced by art and sentiment.
To sum up, under the concept of the new curriculum standard, our ancient poetry teaching should advocate the learning mode of "independence, cooperation and inquiry", return the classroom to students, practice more, engage in more activities, enter life, use Chinese in life, and connect with life in Chinese class, so that catchy ancient poetry reading can fill the campus.
6. How to summarize the ancient poetry teaching in rural primary schools in stages The following are my views on the ancient poetry teaching in primary schools:
First, solve the problem of poetry and know the author
Ancient poetry is a concise life, which originates from life, so it is much easier to understand the writing background of ancient poetry, the background, situation and mentality of the poet at that time, and then understand poetry and sentiment. For example, in the teaching of Cao Zhi's seven-step poems, I let students read the relevant chapters in the Romance of the Three Kingdoms or watch the relevant contents in the TV series Romance of the Three Kingdoms, so that after careful preparation, students can easily understand that "we are students of the same origin, why are we in such a hurry?" Second, read notes and say poems.
The habits of using language between contemporary people and ancient people are very different. Pupils' Chinese foundation is very poor, so it is very important for pupils to dredge their words, especially the explanation of key words. Correctly understanding the keywords and words in ancient poetry is the basis of understanding the emotional artistic conception in poetry, the premise of learning ancient poetry well, and plays an important role in stimulating beginners' strong interest in learning and accumulating classical culture. Lu Yanrang, a poet in the Tang Dynasty, said in the poem "Bitterness": "Sing one sentence and break a few stems." This shows that ancient poets are very particular about the use of words. Therefore, grasping key words, analyzing words and understanding poetry are the key points in the teaching of ancient poetry. For example, the "loneliness" in Wang Changling's "Parting Xin Jian at Furong Inn" is the "loneliness" of "Chushan" and the knot of the author after seeing off his friend.
Third, I want to understand poetry.
Ancient poems in primary school Chinese textbooks are often short in length, so it is unscientific to guide students to find accurate answers and analyze the meaning of words in large numbers. Rigid content will make the teaching process very boring, lose students' interest, and students will not appreciate the beauty of poetry at all. Expressing ambition with poetry and expressing emotion with poetry are the basis of ancient poets' poems, so every poem is full of the poet's deep affection. Only when teachers find a suitable emotional foundation to stimulate students' emotions can students learn ancient poems and draw literary nutrition from them.
4. Learn to recite and accumulate more.
"Read 300 Tang Poems, but you can sing even if you can't write" is Sun Zhu's inscription on "300 Tang Poems", which fully evaluates the significance and function of 300 Tang Poems. It also emphasizes the importance of reading aloud. You can't see its beauty without reading, its feelings without reading, and its meaning without reading. It is a wise choice to turn other people's knowledge into your own and knowledge into life through repeated recitation. China's ancient poems pay attention to rhyme, so they have a sense of rhythm and are catchy to read, pleasant to hear and easy to recite. When instructing reading aloud, teachers should grasp the poet's emotional foundation, so that students can understand the purpose and requirements of reading aloud this poem, and how to express the poet's rich emotional and psychological characteristics.
7. Talk about your feelings about learning ancient poetry, or harvest the activity of "reading instead of speaking" carried out by the school. I'm talking about the ancient poem "To Wang Lun". This lesson is a combination of teaching and learning. The key point is to let students master the methods and steps of self-learning ancient poetry while learning ancient poetry and feeling.
First, use story introduction to stimulate students' interest. "To Wang Lun" is a farewell poem, but because the content of the ancient poem spans too much time and space, and the students' experience background is too shallow, it is difficult for them to have the same feelings and feelings as the poet. Therefore, the background introduction of the ancient poem can pave the way for understanding the poem and feeling emotions.
By telling the stories of Li Bai and Wang Lun, I made students have a better understanding of Li Bai and Wang Lun, and have a strong interest in learning. Second, down-to-earth, step by step.
The study of ancient poetry begins with words, which you can read and understand. Starting with understanding the words, we can understand this poem and understand its general meaning. Junior students can only express poetry in their own words.
The purpose of my design is based on understanding, to promote understanding by reading and to improve my ability by reading aloud. Third, extracurricular study, expansion and extension.
There are many feelings of parting in the world, and many poets are complaining about their hearts. Besides this poem "To Wang Lun", there are many touching parting poems.
I have prepared two farewell poems, "Biedongda" and "Yellow Crane Tower Farewell Meng Haoran to Yangzhou", for students to learn by themselves and expand their study. However, there is still a big gap between imagination and generation. After this lesson, I realized that there are many places that need to be improved.
After this lesson, I think there are several points that need to be improved: First, the word link should be streamlined. Maybe I am more at ease with my students and don't let them preview the text systematically, so students master words slowly.
Let the students preview in advance, the word link is a bit procrastinating, and it can be further refined. Second, summarize students' methods of learning ancient poems.
The learning method of combining this poem can be roughly divided into five steps: 1, asking the poet before class. Arrange students to inquire about the authors of ancient poems and their writing background information before class, and cultivate students' ability to collect and process information.
2. Introduce the background of solving poetry problems. Ask the students to introduce the information they collected without the teacher's introduction, and the teacher will summarize it.
3. Questioning and discussing the poetry of Ming Dynasty. Ask the students to underline the words they don't understand on the basis of reading aloud. After asking questions, let the students discuss in groups.
Then let the students communicate more and comment more. Teachers should play the role of organization, guidance and guidance.
4. Imagine reading poetry. This link also needs to develop students' reading ability and cultivate their aesthetic ability.
5. Pass and use reciting poems. This assignment extends from in-class to out-of-class to cultivate students' reading ability and the accumulation of ancient poems.
Each step has a training focus, focusing on the training and cultivation of a kind of ability. It is necessary to summarize the methods of learning ancient poems and present them to students.
Third, the schedule should be more reasonable and compact. The previous import link should be more streamlined.
In the part of "Expanding and Extending", on the basis of students' learning the poem "A Gift to Wang Lun", two farewell poems "Farewell to Meng Haoran Yangzhou Road" and "Biedongda University" are presented. Students should learn these two poems by themselves by using the methods they have mastered in studying "To Wang Lun", and understand the feelings of farewell between friends expressed in the poems through reading and reciting. However, due to the uncertainty of time, these two poems were not handled well, but through the first reading, and the handling of this link was slightly rough.
Fourth, teachers are not enough to mobilize students' emotional experience. Ancient poetry is a poet's imaginative work. In teaching, students' imagination is not cultivated enough. With the repeated guidance of pictures, students only stay on the surface to understand poetry, but can't really feel the "happy mood when seeing friends coming to see me off."
How to guide children into the text is a problem worthy of teachers' consideration. Fifth, reading aloud is the best way to learn to understand the text, so reading aloud training should run through the whole teaching process, so that students can imagine the picture in reading aloud, experience the emotion in reading aloud and express the feelings contained in the poem through reading aloud.
Not only to learn ancient poems, but also to learn from reading every text. In a word, it is a short four-line poem, but it is not so easy to teach ancient poetry.
There is a lot of design content, but it seems that nothing has been caught, and both students and I feel very tired. I try to create situations and guide students in class. Why didn't I arouse students' enthusiasm and their emotions? I feel that the students have not really entered the text, which is the biggest regret of this class and the place where I will work hard in the future.