The compulsory first Chinese language course "Qin Yuan Chun Chang Sha" lecture notes

1. Narrative Textbook

"Qinyuanchun Changsha" comes from the first unit of compulsory course 1 of the standard experimental textbook for high school Chinese courses published by the People's Education Press. It is the first basic article in the new poetry unit of high school. The title belongs to the in-class lecture. The new curriculum standards clearly point out that students should be trained to have "the initial ability to identify and appreciate literary works." New poetry is a literary work, and there is a new poetry unit in high school Chinese textbooks. It is inevitable that students should initially develop their appreciation of new poetry through the study and training of this unit.

Poetry reflects life and expresses thoughts and feelings through images. Image is the essence of poetry. When analyzing poetry, students are guided to mobilize their own life heritage and spread the wings of association and imagination to reproduce, enrich and supplement the images in the works. This is the key to appreciating poetry.

And because "Qinyuanchun Changsha" adopts the form of "new wine in old bottles" using classical vocabulary to write new era content, the language is refined, and often one word or sentence contains rich content. When teaching, it is appropriate to use the method of reviewing the past to learn new things, and to understand the characteristics of expressing emotions through borrowing scenes from the poems. Based on this, the following teaching objectives are set for this course:

Knowledge and ability

1. Grasp the concepts of new poetry and modern poetry, understand what imagery is, and conduct a preliminary appreciation of poetry.

2. Learn how to express emotions through scenes.

3. Recite poetry.

Process and Method

1. Study the relationship between traditional culture and poetic imagery, and then interpret poetry.

2. Read the poem repeatedly and appreciate the poet’s emotions contained in the work.

Emotional attitudes and values ??

Understand the poet’s broad feelings and appreciate the poet’s sense of historical responsibility for taking the world as his own responsibility.

Poetry reflects life and expresses thoughts and feelings through imagery. Understanding imagery is the focus of poetry appreciation; first-year high school students have not yet formed the thinking habit of experiencing the artistic conception of poetry through association and imagination, and their understanding of the artistic conception Often superficial. Therefore, this course establishes the teaching focus of "clarifying the author's ideas and understanding the characteristics of expressing emotions through scenery". Understanding the grand artistic conception in poetry is a difficulty in teaching.

2. Preaching method

First of all, when learning poetry, we must create a suitable environment and atmosphere so that students can form a perceptual understanding of poetry in the shortest possible time. In the introduction process, you can intentionally introduce more poems about autumn scenery, read and taste them with students, and stimulate students' enthusiasm for learning.

Secondly, no matter which angle you look at it, analysis and appreciation must be based on students' understanding of poetry. Therefore, repeated reading should be used to let students have an overall feeling for the word.

Thirdly, in poetry, scenery and emotion are closely related and complementary to each other. That is to say: Scenery is the skin of emotion, which is palpable and amiable; emotion is the soul of scenery, which is light and lingering. Therefore, the shortcut to interpret poetry is to start by appreciating the scenery, then grasp the poetic meaning, and then understand the author's emotions. In teaching, we should focus on the appreciation of the autumn scenery of this word, but it should not be limited to the analysis of the scenery. It should also guide students to understand the emotion and context of the word.

Fifth, at the high school level, students are required to have an improved understanding of the structure and characteristics of words compared with the junior high school level. We can conduct comparative readings such as "Qinyuan Spring Snow", and let students try to summarize some characteristics of words through comparative analysis, so that students can master relevant knowledge in practice and strengthen it through training.

Sixth, students are required to strengthen their reading through the knowledge they have learned, and strive to achieve the purpose of reciting in class.

3. Lecture method

Current Chinese teaching still has obvious shortcomings in promoting personality spirit, enhancing students' subjective awareness, and giving full play to students' subjectivity. Students do not actively assume the subject position as conscious learners, but teachers treat them as subjects. In order to avoid this situation, students are divided into groups to discuss in class, and they can independently draw the artistic conception of the words and read them into characters. The initiative of learning is given to the students, and the teacher only provides simple inspiration and guidance. The combination of pictures and texts enables students to appreciate the characteristics of borrowing scenery to express emotions and improve their appreciation ability.

IV. Teaching Procedures

This course is divided into two teaching periods, using aesthetic reading as a clue, and learning in three steps (charm, situation, life) the teaching procedure of this course As follows:

1. Combine the video to associate autumn, and compare the autumn written by the ancients to introduce the autumn written by Mao Zedong

2. Preliminarily read aloud and clear up the words.

3. Combined with the schematic diagram of charm, you can initially perceive the beautiful reading.

4. Enter the second level of aesthetic reading, situation. In other words, when we read poetry, we must read the author's feelings and enter the artistic conception created by the author.

First of all, in order to read the author's emotions, students must be guided to understand the author's emotions, and therefore also understand the creative background of the words.

Secondly, solve the problem. Distinguish between the word brand name and the title.

Then, guide students to find the important verbs in the words, analyze them segmentally, and feel the artistic conception from the many images in the words. It mainly solves several problems:

(1) What rhetoric is used in the first three sentences of this word "Independence in the cold autumn, heading north to the Xiangjiang River, at the head of Orange Island"? What is its function? Can "Independence" be changed to "Stand", "upright"?

Through the answer to this question, students' imagination and association are stimulated, and the upright image and heroic momentum of the lyrical protagonist are highlighted.

(2) Feel the autumn color picture with the word "look", and students answer the questions. What kind of picture is guided by "seeing"? What scenery did the author see? When the author described these scenery, do you think the words were used very uniquely and expressively?

There are many scenery but not chaos. It is written from four aspects: mountain, river, sky, and underwater; four angles: distant view, close view, upward view, and downward view. It is really "different from near and far"!

Why is "dye" Use it well? Use personification and metaphor. It depicts the forest as if artificially dyed, and the maple leaves all over the mountains and plains like fire, which can easily remind people of the revolutionary torch that set a prairie fire ablaze. The revolutionary situation is developing vigorously, and "thousands of mountains are red" has the potential to start a prairie fire.

Is it okay to change "strike" to "fly"? It can show the powerful force of the eagle spreading its wings and flying into the sky.

It seems more accurate to change "fly" to "swim". How can fish fly like birds?

In rhetoric, this is called "transfer". "Shallow bottom" does not mean that the water is really shallow, but that it is crystal clear and appears to be shallow. Think about it, the blue sky is reflected in the blue water, and it looks like the fish are swimming in the sky. Swimming in the sky is like flying, isn't it? ?The ancients have a famous saying, "Autumn water is always the same color as the sky."

(3) What is image? What is artistic conception?

After analyzing the Xiangjiang River Autumn Scenery, ask the students. Put yourself in the poet's "Independent Orange Island", enjoy the beautiful autumn scenery, and perform a performance together with the expressions and movements when watching these autumn scenery.

Then let the students use their imagination to imagine what the poet described. Autumn scenery is transformed from words into vivid pictures.

(4) The ancients wrote about autumn with much resentment and sadness. Why is the autumn in Mao Zedong's paintings so colorful and full of life? Why is it so different? What's the difference?

From the two perspectives of Mao Zedong's character and writing background.

The evaluation of poetry depends on the level of artistic conception, and the level of artistic conception is determined by the character of the person. No wonder the poet did not take advantage of the situation and ask, "The autumn light is just right, why visit again?" Instead, he unexpectedly raised a serious social question: Who is responsible for the ups and downs of the vast land?

(5 ) "Asking the boundless earth, who is responsible for the ups and downs?" is the "poetic eye" of the whole poem. This is how Shangqiu expresses Mao Zedong's worries by posing the question of "who is responsible for the ups and downs" through describing the scene. Let’s read the upper part together.

(4) In groups of four, study the lower part independently and think about the following questions:

a. “Bring a hundred couples together to travel. What is the structural role of "Recalling the Glorious Past"?

b. What kind of people are these "classmate boys"?

c. What is the role of the last three sentences? ?

The teacher made it clear: a. “I brought hundreds of couples on a trip. "Recalling the glorious past, the years are thick" plays the role of connecting the previous and the following. In the poem, such a sentence is called "changing the head."

”

b. These “schoolmates” are young revolutionaries including the author. They not only want to dominate the world but can dominate it. They are ambitious, talented and dare to practice. They represent the interests of the country and the nation. Hope is the elite of the future revolution. ——Confidence

c. It is not only the answer to the question "Who is responsible for the ups and downs", but it also ends the whole article with a powerful question ——Heroism

(5) Summarize, grasp the emotions expressed in the words, and appreciate the artistic characteristics of expressing emotions through scenery.

Stand - look boldly - ask with joy - worry

Recollection - Self-confidence - Heroism

According to the emotions mentioned by the students just now: heroic, joyful, worried, confident, heroic (one-to-one correspondence with the verbs), take a look at the emotions of the entire poem. Scene. Now that we have grasped the emotion, we can return to the rhyme picture just now. At this time, we can understand why some places need to be read quickly, hard, and urgently. Now let’s read it again. First reading. (Invite five students to read in succession)

Just now we have read the author’s detailed feelings. This is not enough. In the second point of beautiful reading, we must not only read the feelings, but also the situation. Reading context

3. Life (the third step of beautiful reading)

This poem is full of heroism, and the author writes about his own feelings, ideals and aspirations

What is the author’s ambition? Taking the world as his own responsibility. The author’s ideals and ambitions were not born when he saw the autumn scenery in front of him.

“The child is determined to leave his country, and he vows not to return to the country if he fails to learn. There is no need for a graveyard to bury the bones. There are green mountains everywhere in life. ”

Students talk about inspiration.

3. Recitation

4. Homework

1. Find out the most expressive words in the text Words and understand their meaning

2. Read "Spring Snow in Qinyuan" according to the requirements of aesthetic reading

3. Try to compare the "emotion" and "situation" of the two poems and write an essay Articles of no less than 300 words for after-class communication

5. Blackboard writing design

Mao Zedong’s poems achieve the unity of revolutionary political content and perfect artistic form. His poems should use image thinking and follow the aesthetic rule of "the words are complete but the meaning is endless". The chart teaching method has three major advantages: intuitiveness, imageness and integrity. It can clearly express key and difficult points and the internal connection between knowledge. Revealed, it is helpful to "combine words, sounds and images" in poetry teaching. This poem praises the vigorous development of the workers and peasants movement at that time through the description of the autumn scenery of the Xiangjiang River and the memories of the fighting life in the youth. It addresses the issue of revolutionary leadership and artistically expresses Comrade Mao Zedong's glorious thoughts on the leadership of the proletariat. The whole poem is divided into upper and lower parts, which describe scenes, describe feelings, narratives, and express emotions respectively, and include questions and answers to reveal the words. Focusing on the concept of "seeing", "asking", "remembering" and "remembering" respectively, the grand late autumn artistic conception is used to set off Comrade Mao Zedong's lofty ambition of taking the world as his own responsibility, expressing emotions through scenes, and blending scenes. It not only highlights the theme, but also reflects the writing style.