Project-based teaching strategy to promote the integration of ancient poetry and literature and discussion on "integration vision"

Autumn wind, beautiful scenery, people gather wisdom. 65438+1 On October 22nd, Yuecheng District1Class 2 127 junior middle school Chinese teachers gathered in the stepped classroom on the fourth floor of Yuecheng District Middle School. Under the leadership of Liu, a researcher, they conducted a discussion on the theme of "Promoting the visual teaching strategy of ancient poetry interpretation through projects". This activity was presided over by Dong, head of the Chinese teaching and research group in middle schools. During the activity, three teachers showed us the original class and micro-class respectively around the theme of "promoting the teaching strategy of ancient poetry and prose with projects", which was brilliant.

First, explore the "color" in ancient poetry —— Taking five Tang poems as an example

? "Colorful Recitation of Ancient Poems", the classroom kicked off in the accumulation and reading of students' ancient poems. Professor feng yuyan, a teacher of shaochu jinghu lake, "exploring the color of ancient poetry"-leading students into the color world of ancient poetry with examples.

? Teacher Feng's class focuses on the exploration of "color" in ancient poetry, and a piece of Su Shi's "Riverside Night Scene" quietly unveiled the mystery of "color" in ancient poetry. Then, in the process of "dyeing green and setting colors", Mr. Feng skillfully led the students to explore the three major language activities of "talking about Tang poetry": "matching poetry and painting", "setting colors to enjoy the scenery" and "exploring the scenery and knowing" closely revolved around the "color" of poetry, and the students finally touched the emotional "color" of the poet or sadness or joy in the colorful scenery.

A colorful and emotional class ended with the students' summary and application of the poet's lyric skills in writing landscapes. The students made an in-depth study on the "color" of ancient poetry, and made clear three techniques: "setting off sadness and music with music", "writing sadness and music with music", and learned something. After class, Li Bai's "Six Songs of Xia Sai" extended the romance and loudness in class to extracurricular activities, and guided students to continue to explore the fourth technique of writing scenery and expressing emotion.

Second, [The charming scenery is unique —— Taking the Book with Zhu as an example

"Many people are looking for him," said Yu, a teacher of Shaochu Longshan, from the beautiful scenery of "the wind and smoke are clean and the Tianshan Mountains are * * *". "Do you like reading landscape prose?" "Do you like writing landscape prose?" "Do you know the skills of writing landscape prose?" A few kind questions and surveys will gently pull the students over. Teacher Yu teaches "The Beautiful Scenery is Unique —— Taking the Book of He Zhu as an Example"; For example, project learning has distinct levels, learning tasks are gradual, and the classroom is also taught to students. Teacher-student interaction and student-student interaction present a lively classroom.

? In the study of the project "How charming the green hills are to me —— A probe into the landscape writing skills of landscape prose", students follow the study task list, explore independently, cooperate in groups, show their achievements, make vivid speeches: "competition" and "contention", use personification and metaphor to make the landscape full of life tension, "write the landscape with multiple senses to make it audible" and "move it quietly, and the birds in the clear spring can better match the environment.

Finally, in the research of "Waiting for the East Wind-Try to Write Landscape Prose", Yu teacher promotes writing by reading, and guides students to write a short essay describing the scenery of their hometown by using landscape writing skills and rhetorical devices. In the end, Mr. Yu used the words of the painters of the Six Dynasties to encourage the students to look at the mountains and rivers with a clear and ethereal mind, so that their hearts can reflect the charm of nature and always maintain a carefree and self-sufficient attitude towards life. Teacher Yu interprets another "ingenuity" with an "ingenuity" and draws a poetic and warm "childlike innocence" class with a "sincerity".

Third, "promoting the integrated teaching of ancient poetry with projects-based on examples"

Taking the micro-course "Promoting the Integrated Teaching of Ancient Poetry and Poetry Based on Projects" by Mr. Dong in middle school as an example, this paper first lists three major difficulties in students' current learning-false learning, mechanical learning and competitive learning, and makes clear the reasons for carrying out project learning. Then the concept, function and implementation process of inquiry learning are expounded in detail. In the micro-class, Mr. Dong also vividly and meticulously shared his understanding of the concept of visual integration, which gave many useful inspirations and thoughts to the students and teachers present. Finally, taking Zhu's book Face to Face as an example, Mr. Dong vividly and accurately demonstrated the significance of research-based learning in the integrated teaching of ancient poetry and prose from the perspective of integration. In the case display, Mr. Dong is original. In the project-based learning, he showed students' learning achievements in project-based learning in rich and novel ways such as the Internet and tabloids. The display of small videos, small papers and other achievements is refreshing.

After class, all teachers share their classroom thoughts and feelings:

Teacher Feng Jiuyan from Jinghu Middle School: Exploring "Color" in Ancient Poetry —— Discussion on Project Teaching Strategy and "Overall Vision". Teacher Feng gave a speech on the characteristics, integrated vision, new ideas and shortcomings of research-based learning, and said that he was continuing to work hard for Chinese teaching with feelings and temperature.

Yu, a teacher of Longshan in Shaochu: The beautiful scenery is unique —— Taking Wu Jun's A Letter with Zhu as an example, Mr. Yu talked about his understanding of "vision", "integration" and "project". In this course, he applied the techniques of scenery description to the writing of landscape prose with his eyes and heart. As Zong Bing, a painter of the Six Dynasties, said, "Look at Tao with an open mind and lie down and swim".

Teacher Dong of Middle School: Micro-class "Promoting the Integrated Teaching of Ancient Poetry and Ci Based on Projects"

After observation and research, teachers have a deep understanding:

Gong Jianzhong studied Wang Meiping: In both classes, the skills of appreciating ancient poetry are from the shallow to the deep, which has a very important grasp. At the same time, it also puts forward a little confusion-it is difficult to write landscape articles, and it is difficult for students to write directly.

Hu Yuanyuan, Donghu Middle School: Both classes highlight the students' subjective consciousness. Through group communication, let students understand the pictures and emotions expressed by ancient poems. Reading is the first thing in Chinese learning, and it will be better to realize them in reading.

? Wu Chunyan of Xilin Middle School: Both classes can be said to be efficient, energetic and intelligent. Understand the project promotion in the form of playing micro-lessons? Confused about how much students can gain.

? Lin: Both classes are in the process of "learning skills, reading artistic conception and understanding ingenuity", and finally point to promoting writing by reading.

The collision of thoughts can often arouse the spark of inspiration. Teacher Meng from and the teachers from the middle school attached to arts and sciences showed their understanding and practice of promoting the integrated teaching of ancient poetry and ci through projects with examples.

? Meng: In this heterogeneous introduction, Wu Jun's A Book with Zhu and his Miscellaneous Poems in the Mountains, A Book with Stone and A Book with Gu Zhangshu are creatively combined to find the similarities in grammatical skills of Wu Jun's landscape writing, which also embodies the theme of "poetry and prose are integrated".

Cheng Fenzhi of the High School Attached to Arts and Sciences said: In the book "Answering Wang Yao's Books Again", young people have to read each book several times before they can talk about it, but "books are like the sea, and department stores have them, so it is impossible to have all their energy." They want to "get what they want", that is, to set a goal for themselves. After setting the task, they will read the book with a purpose. Enlightenment from two classes: how to read poetry, books and articles from another angle?

At the end of the activity, researcher Liu made a brief comment on two classes of teacher Feng Jiuyan and teacher Yu, and further clarified the concept of inquiry learning. It is also pointed out that the "vision" in this "integrated vision" seminar should focus on the vision of combining reality with reality. The class should set a "main question", that is, a key question to pull the whole class. Finally, Mr. Liu expounded the following problems with Xia's book Project-based Learning Design and the task list Invitation from Water: 1. The concept of project-based learning; 2. What's wrong with driving? 3. How to write a project-based learning plan?

? Chen Yanyu

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