Reflections on knocking on the door of poetry teaching

In daily study, work and life, many people are familiar with some widely circulated poems, which can naturally make people moved by language. So have you really understood poetry? The following are my thoughts on knocking on the door of poetry teaching. Welcome everyone to learn from it, I hope it will help you.

Reflections on the Teaching of Digging Poetry 1 Digging Poetry. In this activity, teachers should guide students into the colorful world of poetry, and learn more about poetry and feel its charm through activities such as collecting and arranging poems, appreciating poems, reciting poems and writing children's poems. After two weeks of study, our practical activities have come to an end. In this activity, we carried out eight activities: making plans, collecting poems, sorting out poems (classifying and drawing tables), recommending and appreciating poems, writing poems, reciting poems, co-editing poems and summarizing them.

Because students have been exposed to comprehensive learning since the fifth grade, I boldly delegate power to students, and I only play an auxiliary role when they need help, from planning to implementation summary. These children are really not simple and give me many surprises. Whether it is poetry classification, writing poems, making plans or summarizing, students can devote themselves to it and take the initiative to explore and try. In particular, each group can participate in the compilation of short poems, with a clear division of labor and mutual cooperation. Although the small poems co-edited are rough and simple, they are diverse in form and comprehensive in content. For me, it is already a treasure, and it is ecstasy. I highly praise the students' works. I hope that through this activity, children's interest can be cultivated and their self-confidence can be recovered.

This comprehensive study stimulates students' interest in learning poetry.

Reflections on the Teaching of "Knocking on Poetry" 2. "Knocking on Poetry" is an activity theme of comprehensive learning in the first volume of the sixth grade. In this comprehensive study, I led the children into the colorful world of poetry, and let them know more about poetry and feel its charm through activities such as collecting and sorting out materials, appreciating poetry, reciting poetry, writing children's poetry, and poetry knowledge contest.

The comprehensive study of this group is divided into two parts: "Picking Shells from the Ocean of Poetry" and "Walking with Poetry". Its main part is "Activity Suggestions" in teaching. According to these suggestions, I guide students to make activity plans according to the actual situation of schools and families. "Reading materials" are for students to read when carrying out activities, from which students can gain perceptual knowledge of poetry and get reference and inspiration in poetry appreciation and children's poetry writing.

In this comprehensive study, children are highly motivated to participate in learning. They collected a large number of poems in their spare time. The forms and contents of learning are rich and colorful, which stimulates their interest in learning poetry, increases their knowledge of poetry, cultivates the consciousness of cooperative learning and exercises students' ability to carry out activities independently.

This kind of comprehensive learning highlights students' autonomy and gives them the initiative to learn, so that students can freely form study groups according to their own reality, choose their own learning contents and methods, make group activity plans, and then carry out their own activities according to the made plans. I just provided them with a stage to show in time, which not only highlighted the autonomy and initiative of students, but also reflected the guidance and organization of teachers.

In short, this comprehensive learning effect is very good, especially for children to experience the fun of writing poems.

Reflections on the knocking teaching of poetry III. The first volume of Chinese textbooks for the sixth grade of primary school is in the sixth group-"comprehensive learning".

This book is the penultimate book in the whole set of teaching materials. In the first ten textbooks, students have learned a certain number of ancient poems and mastered some basic methods to understand the general idea of ancient poems. To teach this 10 ancient poem, I don't explain it in detail like I taught them before, but let those students spare no effort to drive other students to learn, understand the main idea, recite ancient poems, review and accumulate. On the basis of studying these ten ancient poems, in order to arouse students' interest, I also adopted the method of learning ancient poems with interest. Teaching this part has its advantages and disadvantages:

First, the ability of self-study has improved. I have learned 10 ancient poems, and I have a general idea of the meaning. Recalling the ancient poems that I have recited or studied before can also help teachers, parents and classmates understand the poet's thoughts and feelings through repeated recitation.

The second is to give students an open classroom for communication. Teaching is not only a kind of narration, but also a kind of experience, inquiry and feeling for students. It is also necessary to give students a "communication" classroom to realize "text dialogue", "communication between teachers and students" and "communication between students". We should also give students an "open classroom". Let children "show themselves". In the exhibition class, students can fully display their recited ancient poems by looking at pictures, singing ancient poems, filling in the blanks and telling stories in poems. Introduce the background of the times and the author, and tell anecdotes or stories about ancient poetry. Such as: the story of Cao Zhi, the story of Yu Qian, etc.

Third, pay attention to practice, according to some fill-in-the-blank tips or picture tips, let students understand the profound meaning of ancient poetry and the thoughts and feelings that the author wants to express. Students learned more about similar ancient poems, and virtually accumulated a lot of ancient poems.

Fourth, strengthen the use of ancient poetry, combined with the accumulation and use of sixth-grade Chinese final review books to practice. Students not only have a better understanding of oil and water, mountains and birds ... but also have spring, summer, autumn and winter ... and can apply them in specific environments.

But in teaching, I obviously feel the dependence of some students, let classmates and teachers lead by the nose, lack the ability of self-learning, self-summary and self-accumulation, and the learning effect is not good. We should improve the methods and continue to work hard in continuous teaching.

Knocking on the door of reflection in poetry teaching 4. In teaching, I found that although Chinese textbooks are literary, they still can't meet the literary needs of students. Teachers might as well arrange reading appreciation classes. Chinese classes bring students into the reading room, so that they can find the knowledge they need in the reading room, cultivate their sentiments and improve their literary literacy. At present, students' knowledge is getting richer and richer. They learn about the development of the world and the international and domestic situation through newspapers, magazines, TV broadcasts and the online world. They can get rid of the shackles of old ideas, develop their own personality, form their own ideas and have their own unique opinions in a relatively broad space. Therefore, in poetry teaching, we can introduce reading aloud, silent reading, speed reading, thinking and discussion into the classroom, and cultivate students' language through continuous reading.

Once in class, I talked about an after-class exercise, which asked students to imitate "I would like to be a torrent" and write two poems. The students are very enthusiastic. I found that many students like to write poems, so I grasped this point. No matter whether his writing is good or bad, I first grasped their interest, made full use of it, encouraged students to create, and gave them a sense of accomplishment. First of all, it can further arouse students' interest and guide them into the formal. Second, it can drive other students.

So I strongly encourage students to create, and many students write their own creations in their weekly diaries or show them to me directly. I gave them appropriate comments and analysis to enhance their enthusiasm. For example, a classmate wrote a poem, "On the bank of Jingou River, the cool wind blows gently, and I know that water lilies accompany me to sleep." After praising him first, I suggested that he change the word "harmony" to "detour", which is more attractive. He also felt the difference of words, but the artistic conception was very different, and he felt the pleasure of refining words.

A student wrote a composition "Welcome to the Olympics", and I copied it on the blackboard to explain it during my self-study. Because it is a student's own work, everyone listened very carefully, actively participated, discussed enthusiastically and put forward many creative suggestions. This not only inspired the creators, but also aroused the interest of other students in poetry. After that, everyone was eager to try. Strike while the iron is hot, and then I collected the students' poems, compiled them into a book, and published a poetry magazine called Collected Works of the Lotus Garden, so that students could design their own covers and print out their own works, and they were more interested in reading their own works.

When teaching the comprehensive practical activity class "Knocking on the Door of Poetry", I carry out Chinese practical activities in the class according to the actual situation of the students in the class, guide each student to collect and sort out poems at all times and in all countries, conduct research study, and report with written materials. Students are very interested. In just one week, the students produced an illustrated collection of poems and songs.

Knock on the door of poetry teaching and reflect on five successes;

This comprehensive study stimulates students' interest in learning poetry, increases their knowledge of poetry, cultivates their awareness of cooperative learning and exercises their ability to carry out activities independently. The results are varied. The biggest gain is that all students can participate. Everyone has participated in many activities more or less and has their own gains. Although the poems written by students are immature and rough, they all exert their bold imagination, write childlike innocence and express their true feelings. I think as long as students are brave in creating and willing to express themselves. Their ability and level will certainly improve with the growth of age and knowledge.

Disadvantages:

There are still many deficiencies in the form and content of this comprehensive learning activity, and I am also very confused. After this activity, I calmed down and thought carefully: Have we completed all the teaching tasks well in this activity, and how can we better complete the teaching objectives by taking such classes? Some goals, such as collecting and arranging poems, reciting poems, holding poetry recitation meetings, etc., are easy to grasp, while the goal of appreciating poems is difficult to operate and grasp. Because the language of poetry is highly concise, although it comes from life, it is higher than life. Appreciation of ancient poetry can be as simple as a few words or as profound as a thousand words. However, primary school students have shallow life experience, limited reading range and limited understanding ability, so it is difficult to really appreciate an ancient poem. How to accomplish these teaching objectives better remains to be considered.

Reflections on the teaching of "Knocking on the Gate of Poetry". This comprehensive study stimulates students' interest in learning poetry, increases their knowledge of poetry, cultivates their awareness of cooperative learning and exercises their ability to carry out activities independently. The results are varied. I think the biggest gain of this comprehensive study is that all students can participate. Everyone has participated in many activities more or less and has their own gains. Students were invited to swim in the ocean of poetry, found a lot of "treasures" and learned a lot about poetry. Most students recite more than 20 poems. Even the "little slacker" who doesn't like to study at ordinary times is full of enthusiasm and has a lot on his back. Seeing the children immersed in the ocean of poetry one by one, I seized this teaching opportunity. In the teaching of Walking with Poetry, I pay attention to cultivating students' execution ability. Students picked up shells from the sea of poems and accumulated more poems. Through comparative teaching, they learned to distinguish between Tang poetry, Song poetry, Yuanqu and modern poetry. I also focus on guiding the writing methods of modern poetry, such as simile, metaphor, parallelism, personification, hypothesis, overlap and so on. Let students imitate their own writing first, and then let them create their own. One "little poet" was born, and one poem "hatched".

Although the connotation of these poems is not subtle enough, although the language of these poems is not beautiful and vivid enough, although these poems still have many shortcomings, they are already a treasure and ecstasy to me. For most of the students' works, I haven't revised them (except for typos), but I have given them a high evaluation. I hope that through this practice, I can cultivate children's interest in writing and regain their confidence in writing.

The poems written by the students, though immature and rough, all exerted their bold imagination, wrote childlike innocence and expressed their true feelings. I think as long as students are brave in creating and willing to express themselves. Their ability and level will certainly improve with the growth of age and knowledge.

Reflecting on this activity, I found that although this activity was very successful, there were still some shortcomings. The total time of two-week comprehensive practical activities is only 12 class, but in this 12 class, there is not enough time to make plans, arrange poems, appreciate poems, write poems by yourself, and hold poetry recitals. Some students' works can't be displayed, and some students have limited information collected for various reasons. If there is enough time and the school has a reading room, I can arrange reading appreciation classes, take students into the reading room and let them look for the knowledge they need in the reading room.

Reflections on the Teaching of Knocking at the Gate of Poetry The theme of Unit 6 in Book 1 1 of 7-person Education Edition is Knocking at the Gate of Poetry. It is strange to me that I have never taught such a whole group of poems. Is it also taught one lesson at a time as before? I don't think it will work. Poetry, whether ancient or modern, is also very strange to students. How to make students interested in poetry teaching and gain something? So, I asked Mr. Huang and Mr. Cai in the same grade group for advice. Finally, we discuss the comprehensive practical learning method of learning this unit. Go in five steps:

Step 1: Let the students learn the content of "Picking up Shells from a Sea of Poetry" by themselves ("Picking up Shells from a Sea of Poetry" includes four ancient poems and two modern poems), complete synchronization and homework by themselves, and let the students do it by consulting materials and borrowing reference books.

Step 2: Let the students exchange their homework independently in class, ask questions and solve them together. At the same time of communication, it also supplements relevant content in time. For example, there is an assignment to find three poems with the same name in the classroom exercise book, so after class, students are arranged to find the same person's poems (different poems written by the same poet) and similar poems (for example, they all write similar poems such as spring or flowers). There are dictation words such as "Shui Zhuan" and "Yu Meiren", so students are taught to sing songs written by these words in combination with music lessons.

Step 3: Take students to learn four ancient poems, such as The Book of Songs, Picking Wei, to be exact, a poem, a word and a song. It is necessary not only to recite and memorize, but also to master the meaning of words and combine some contents of the Book of Songs to enrich the content of poetry. For example, The Book of Songs includes three parts: wind, elegance and praise. What's the difference between poems, words and songs? Poetry can be divided into ancient poetry and modern poetry according to rhythm. Modern poetry can be divided into quatrains and metrical poems. When studying the modern poems Market in the Sky and Birch Tree, I asked the students to talk in groups: "What do you feel or gain from reading these two poems?" Understanding some unique expressions of poetry in students' mutual communication is rich in imagination and appropriate in metaphor.

Step 4: * * Appreciate the content of "Walking with Poetry". In addition to reading children's poems written by students of the same age, there are also "Dad's Snoring" and "To Mice" to discuss with students-in fact, life is poetry. You can write something you like to express your love. You can also write about a phenomenon, a feeling and an inspiration in your life, which is more direct than writing freely and expressing your feelings. Naturally, after chatting with students, it is easy to stimulate students' desire to write poems. Then, tell the students some stories about poetry, such as "Adding Waist to Poetry" and "Autumn in Poetry". Students gradually understand that writing poetry is not terrible, and sometimes they have to master some skills. Writing poetry is the same as reading poetry. As you can imagine, it can be combined with real life, students can write poems one by one, and everyone can read and comment on each other and share them.

Step 5: Students are accumulating knowledge of poetry bit by bit, if they can store and digest it. So, throughout the week, including two weekends, I arranged for my students to write poems. The content can be determined by yourself, and it must include five contents, namely, calligraphy works: one or more favorite poems, one poem with a picture, poems with the same name or similar poems or poems by the same person, writing more than two poems and summarizing an activity. On Friday, there will be performances in class, such as the lyrics "Man Jiang Hong", poetry recitation, cross talk and sketches about poetry. It can be done individually or in groups, but everyone has to participate. As a result, I didn't film the wonderful scenes of the students.

Teaching Reflection of Unit 6 Knocking at the Gate of Poetry The theme of comprehensive study is Knocking at the Gate of Poetry. In this activity, teachers should guide students into the colorful world of poetry, and learn more about poetry and feel its charm through activities such as collecting and arranging poems, appreciating poems, reciting poems and writing children's poems. After two weeks of study, our practical activities have come to an end.

I boldly delegate power to students. From planning to implementation and summary, I only play a supporting role when they need help. These children are really not simple and give me many surprises. Whether it is poetry classification, writing poems, making plans or summarizing, students can devote themselves to it and take the initiative to explore and try. In particular, each group can participate in the compilation of short poems, with a clear division of labor and mutual cooperation. Although the small poems co-edited are rough and simple, they are diverse in form and comprehensive in content. For me, it is already a treasure, and it is ecstasy. I highly praise the students' works. I hope that through this activity, children's interest can be cultivated and their self-confidence can be recovered.

This comprehensive study stimulates students' interest in learning poetry, increases their knowledge of poetry, cultivates their awareness of cooperative learning and exercises their ability to carry out activities independently. I think the biggest gain of this comprehensive study is that all students can participate. Everyone has participated in many activities more or less and has their own gains.

At the same time, I deeply feel that teachers should also improve their abilities. After reading some classmates' poems, we can find some problems, but we don't know how to modify them perfectly. I think, as a teacher, should we also participate in activities like students, study with students and improve our ability?

Knocking on the door of reflection in poetry teaching 9 In classroom teaching, I ask myself every time I walk a link, what have the students learned and gained in this link?

Success:

Because the practice is simple, students consciously participate in reciting, and the books in class are loud; Because the teacher doesn't talk at all, with the encouragement of "smart children will teach themselves online", students learn very seriously, with a sense of freshness and accomplishment.

The second part of teaching-to understand poetry and enter the poetic realm, I will start with the whole, perceive autumn scenery, let the students draw the words describing autumn scenery in the song, and then grasp the key word "Yang Can, cold". By comparing Yang Can, Canyue and Canxia, we can start a poem about crows, feel the bleak and desolate autumn evening, and feel the author's sadness at that time.

In students' discussion and interaction, students with low ability can say, "I know the scenery mentioned in the article is mountains, water and so on." There are also middle school students who say: "The poem depicts a picture of harmony between the earth and the sky: the sun sets, the sky is full of sunset clouds, and the village is tilted; The smoke curled up, the branches of the old tree did not move, and the feathers of the crow tree were particularly conspicuous. In this quiet autumn scenery, a wild goose suddenly flew over and fell to the ground. "

As "Under the Shadow of a Little Flying Rainbow", which plucks the strings of the author's heart, I adopted reading as the main way, reading the height, speed and distance of the flying rainbow, reading the vitality and vitality of autumn, and feeling in reading.

The last two sentences of the song are the author's beautiful yearning. That colorful autumn picture scroll is the paradise that the author yearns for, and it is also the author's heartfelt reading. I closely follow the colorful pictures, let students read colorful autumn scrolls, let students summarize colorful pictures in four words, and accumulate four words, which is more instrumental

It's also a piece of autumn scenery. Why is there such a big contrast? We can't find a clear answer just by comparison. At this time, I spread out the information about Bai Pu, so that students can understand that the author is tired of the intrigue of officialdom and hopes to fly away from the bleak land like a swan flying high, looking for a paradise full of vitality.

If the Internet resources are used reasonably, students will have confidence. Through the interaction between students, the teacher can get the general idea of the poem basically without speaking, which is stronger than too many presuppositions before class.

I also use comparative reading in my teaching. I chose Tianjingsha Qiu Si, known as Ma Zhiyuan, the father of Qiu Si, to let the students find similarities and differences. There are many similarities from the title to the text. I focus on letting students know their similarities and differences and realize that "articles are produced by emotions". Different moods will produce completely different works, even if the selected images are roughly the same, they will be different because of different feelings.

Disadvantages:

In understanding the word "Can", although the comparison of "Yang Can", "Can Moon" and "Can Xia" has successfully made students feel the wonder of China's Chinese characters and the artistic conception at that time, I think it is not enough, and we should further expand our understanding of the words "Can Year", "Can Moon" and "Can Photo". However, students are not given enough imagination time, lack of entrance, and students with unsatisfactory grades do not have enough time to feel, so they cannot understand the feelings written by the author.

In addition, not every student can understand through reading, and it does not rule out that a small number of students memorize answers from others, so students' potential may not be fully exerted. When instructing reciting, let the students look at the blackboard, compare and recite two pictures, deepen the impression, and instruct the expression methods: static and dynamic combination, static and dynamic combination.

Lack of pen practice training, due to time reasons, homework imitates "Clear Sand and Autumn", which can be used in any season. (Requirements: Grasp the scenery characteristics of the season and express your mood. ) You can't practice writing, checking and showing in class.

All in all, there are gains and losses, but I think it is far greater than the loss. Students are not a blank sheet of paper. If they explore independently, the effect will be better than that of teachers.