Chinese text in the fifth grade: full moon text

In the dead of night, I quietly walked to the deck of the river boat and sat down.

The moon came out, quietly shining. The moonlight falls on the Yangtze River, and the river surface is illuminated. In the flowing river, there are thousands of glittering spots jumping. On both sides of the river, the black silhouettes of reeds, Woods and peaks are faintly undulating at the junction of the river and the sky. The moonlight covered them with a layer of silver lace ...

Once in a while, I turned around and found another person around me. It turned out that my little nephew followed me on a trip.

"It was the moon that woke me up." My little nephew winked at me naughtily, looked up at the moon in the sky and lost in thought. My nephew is smart, studious and fond of fantasy. It is a pleasure to talk with him.

"Shall we recite poems? Write the moon, I will give you a word. " My little nephew challenged me. There are so many poems about the moon that his eyes keep blinking.

He chanted, "I didn't know the moon when I was young, so I called it the white jade plate."

I told him, "When will there be a bright moon? Ask for wine. "

"The foot of my bed is shining with such bright light. Is it frosty already? ."

"How wide the world is, how close the trees are to heaven, and how close the moon is to the water! ."

"On a frosty night, Jiang Feng sleeps."

"In the first half of Emei Mountain in autumn, Pingqiang River reflects."

……

Poetry and moonlight bathed us together, and let us indulge in a quiet and spacious atmosphere.

Suddenly, the little nephew came up with another question: "What do you think the moon looks like?"

He stare big eyes waiting for my answer, two black pupils, each with a shiny abortion.

"What do you say? What do you think the moon looks like? " I asked with a smile.

"Like eyes, the eyes of heaven." The little nephew answered almost without thinking.

His metaphor surprised me. I asked curiously, "Tell me, what kind of eyes are these?"

The little nephew thought for a moment and said, "These are bright eyes. It likes to see our land very much, so it can't help secretly opening every time it is closed, and it has to be opened once a month ... "He said vividly, as if telling a ready-made fairy tale.

Those faint clouds on the horizon gathered unconsciously, and soon the moonlight was blocked by clouds. "The moon is sleepy and can't open its eyes." The little nephew yawned and staggered back to the hut.

I am the only one left on the deck again. I stared at the place where the moon disappeared for a long time and gently spread my fantasy wings. ...

Text comprehension

"Full Moon" is the prose of the famous writer Zhao. The "river view under the moon" described in the article is beautiful, and his little nephew is very cute. The thought expressed in the article has far-reaching significance and the language is meaningful. It should be said that this article is a relatively advanced literary and artistic work, and it is a better one in the primary school Chinese textbook of Jiangsu Education Press. I object to using "short, shallow and white" articles as the main body.

Prose, novels and other literary works are all taught as narratives in primary school Chinese textbooks. In teaching, how to guide students to find out the "six elements" of narrative text, understand the content of the text, and at the same time stimulate students' interest in literature and sprout their desire to explore the literary palace. This is a subject that needs to be studied in Chinese teaching in primary schools. Every Chinese teacher should have a strategic vision and seriously think about this problem.

Teacher Cai Xiaoyu chose "Looking at the Moon" and took a research class. She is brave and successful in class. I try to figure out her teaching guiding ideology, which can be summarized as six words: low starting point and clever guidance. That is, reduce the teaching requirements and adopt effective methods to guide. Cite as you can, and gradually improve the learning requirements. In my opinion, the guiding ideology she set is correct. In specific teaching, she took three measures:

1, reasonably arrange the teaching process. Whether the arrangement of teaching process is reasonable is the key to the success of teaching. She arranges the teaching process: first, according to the author's ideas. Guide the students to find out the plot of things-"I" looked at the moon on the deck of river cruise, talked to my little nephew (reciting ancient poems about the moon and discussing what the moon looks like), and "I" spread my fantasy wings on the deck alone. The second is to follow the students' reading rules. Guide them to understand the content first, and then understand the inner meaning. For example, in the second paragraph, first find out what "I" and my little nephew are talking about, and then think: We can see what kind of child my little nephew is. The third is to follow the law of students' understanding of things, from easy to difficult, first understand the general content, and then put forward higher learning requirements.

2. Strive to create a text situation. What is the situation? It refers to the people, scenery, events and atmosphere of the scene described by the author in the article. Mr. Ye Shengtao once said: "When in Rome, do as the Romans do, and feel very cordial." Only by visiting the "realm" in person can we truly understand the author's thoughts and feelings and have a * * * voice with the author. When I watched the moon on the deck, the situation was quiet and he was in a happy mood. My little nephew, "Me" and "I Tell You a Word" were nervous and vivid when reciting Gu Yue's poems. My nephew is confident, and I am calm and proud. The scene when my nephew narrated "What is the moon like" is vivid and interesting. My mood changed from pride to admiration. The fantasy situation of "I" alone is quiet and profound. She correctly grasped the situations in the text and vividly reproduced them by means of modern teaching media, role-based reading, imagination and language description, which effectively helped students understand the author's thoughts and feelings.

3. Patiently guide the reading experience. The connotation of literary works is very rich, which edifies and infects readers by describing the realm and shaping the image. When reading literary works, we must read the language carefully, understand the characteristics of accuracy, vividness and image, and realize the image of the statue in the works. The deeper the reader's perception of the image, the greater the value of the work. Therefore, in teaching, she patiently guides students to read my little nephew's and "I's" poems, distinguish the similarities and differences of each poem, understand my little nephew's "right" angle and appreciate his "cleverness". When reading the little nephew's imagination of the moon, he realized his courage-taking heaven as a man and the moon as an eye. Inspire students to imagine and discuss when reading my Fantasy Wings. The guidance here is not in place, and students can think like this: he hopes that the next generation of the motherland will be as smart, studious and imaginative as his little nephew. Then, the image of "I" will be tall, and the meaning of the article will be even greater.

Classroom teaching is an art as well as an art of regret. In this class, there are also some problems worth discussing, but the shortcomings cannot be covered up. This is the most satisfying lesson I have ever heard. As far as teaching is concerned, I hope everyone will attend more lectures and think more. Only in this way can we use teaching tact in classroom teaching, generate new teaching objectives and reduce mistakes.