Chinese elective course in the new curriculum standard : (People's Education Edition) Explore and discuss the answers.

learning objectives:

① read the text fluently and emotionally, perceive the content of the text and grasp the author's feelings.

② Experience the beautiful artistic conception of poetry.

③ ponder and taste the beautiful language in this article.

④ cultivate students' feelings of loving nature and life.

Key and difficult points:

① Understand the beautiful artistic conception of poetry.

② ponder and taste the beautiful language in this article.

Pre-class preparation:

① Before class, students are arranged to preview the text, write new words and make correct pronunciation.

② If conditions permit, teachers and students can work together to make pictures or courseware of Qiu Jingtu.

Teaching design:

Guiding people to new lessons

Qiu Jin, a famous poet, once lamented "autumn wind and autumn rain make people sad" in his poems; Song Yu once said in "Nine Arguments" that "the sadness of autumn is also the anger, and the grass is bleak and declining." In the literati's works, autumn is sad and mournful, which makes people suddenly feel disappointed ... (This is a typical sorrowful autumn integrity of ancient poets in China). But autumn also has gorgeous colors and the joy of harvest. Let's walk into autumn today and feel a different kind of autumn. (writing on the blackboard)

reading the text with teacher's music

[ requirements]

A. Pay attention to the mastery of tone, speech speed, intonation and stress when reading aloud.

B. Students correctly divide the pause of poetry.

③ Students are free to read the text. (Showed by slides or multimedia courseware)

Question Group:

A. Why is this a rural Qiu Jingtu?

B. How many pictures are depicted in the poem? (Give them neat and beautiful names)

C. How does the poem express the author's feelings? Do you like this poem? Why?

after reading aloud, the students discuss three questions in groups of four.

[ clear]

A. Dew, cold fog and frost indicate the weather characteristics in autumn; Mention the farmhouse: Daoxiang and sickle reflect the characteristics of the farmhouse; There are autumn insects whispering: the sound of crickets makes the field wider; The stream is dry and clearer, suggesting that it is in autumn.

B. Three pictures: farmer Harvest figure, returning to fishing in the frost morning, and girl's yearning for love.

C. the feelings of love and praise.

Reading and appreciation:

① Show pictures or courseware drawn by students. (Students imagine the pictures and describe their favorite pictures. Multimedia or projection display problem group)

A. Imagine the identity, activities and mood of the characters in each picture, describe a picture you like in beautiful language, and say why you like this picture.

B. In what order did the author write the scenery?

C. Find out your favorite sentence, and tell me why you like it. What's good about it?

② Four students discuss three questions in groups.

a. Please ask several students to read a favorite poem first. Tell me why you like it. Then according to the picture, expand the imagination and describe the picture. Student's picture (reference content):

◆ Farmer Harvest figure: When the morning dew was not sad, a farmer came to the valley, and Ding Ding's logging shook the valley; The smell of fragrant rice emanates from the fields, golden waves break out one after another, and a figure in the rice field is cutting rice with a sickle, and the glittering and translucent sweat drenches the clothes; There are also people picking melons and fruits in the fruit forest. The melons and fruits are fragrant and refreshing. Take off these heavy autumn gifts and put them in the basket. This joy should be shared with relatives and friends ...

◆ Returning to fishing in the frosty morning: The river is still filled with cold fog in the morning, and you can feel a little coolness. In the distance, a fisherman came to the shore with his paddle. It is faintly visible that there is a layer of white frost hanging on the awning, and fishermen skillfully cast nets. The herring on the net is like the leaves of Chinese tallow, shining with silver luster. Returning home, there are touching fishing songs on the river, and bursts of hearty laughter ...

◆ Girl's yearning picture: Crickets are chirping on the Yuan Ye, and the stream is crystal clear. The bleating of sheep came in bursts, and the beauty of autumn was pleasing to the eye, but the shepherdess lost her former liveliness. The flute in summer is long and long. How come the boy who plays the flute is gone? Who can guess the girl's heart?

B. From far to near.

C. Appreciation of beautiful sentences:

◆ Find out the beautiful sentences first

◆ Students read this poem with emotion, and experience and analyze the subtleties of feelings and language.

◆ This paper mainly analyzes the expressive function of punctuated words: (refer to the appreciation of beautiful sentences)

The sound of logging wafts out of the valley-from the perspective of hearing, it describes the depth and quietness of the valley.

Let go of the sickle that has eaten too much rice-"satiety" uses anthropomorphic rhetoric to write the harvest scene; "Taoxiang" suggests that the rice is ripe and shows a picture of a bumper harvest from the perspective of taste.

Dwell in the farmer's house in autumn —— Dwell in the farmer's house in autumn by anthropomorphic rhetoric, concretizing nothingness and writing a relaxed and quiet atmosphere.

gently shake the small paddle that is moored-"gently" shows the fisherman's carefree and complacent mood.

autumn games are played on fishing boats-the word "games" is both virtual and real. Fishermen play games on fishing boats, and they don't care how many fish they catch, but they are feeling autumn and playing autumn, writing about their leisure.

The autumn dream is in the eyes of the shepherdess-"dream" means hazy, which writes the feelings of a girl, and the feelings of the shepherdess are like joy and shame.

◆ Why is the metaphor of "putting away the shadow of Chinese tallow leaves like herring" used well?

Metaphorically, herring is like Chinese tallow leaves; On the other hand, the Chinese tallow tree on the bank of the river has swaying leaves, which are reflected on the river, just like the shadow of Chinese tallow leaves on the net. Reflect the fishermen's carefree mood with inverted sentences.

③ read in unison, recite by oneself, recite in unison and recite in competition.

class summary: this poem, from various sensory angles, uses metaphors and personification rhetoric to write the scene of leisure after busy summer: farmers live a leisurely and comfortable life like a paradise, with less hardships and bitterness, but more quiet and sweet. This is a bright and happy autumn, an autumn that enjoys it.

Extension:

Comparative reading: Read autumn scenery and compare the similarities with Autumn in content, emotion and language.

assign homework

① write your own autumn. Write a poem on the topic of "Autumn".

② extract and comment on the poems with "autumn" as the content.

Notes after class: This class adopts the teaching method of reading with lectures and self-study discussion by students. Reading instruction is interspersed in the teaching process, which is helpful for students to fully understand and comprehend poetry. In the part of overall perception, students' interest is well stimulated, considering the inspiration of creative thinking and emotional experience.

Learning objectives:

1. Understand the knowledge about poetry;

2. Taste the poetic language and appreciate the artistic conception of poetry;

3. Read poems repeatedly with affection and recite them accurately;

4. Inspire students' thoughts and feelings of loving the ancient cultural knowledge of the motherland, and improve students' cultural taste and aesthetic taste.

learning focus:

taste the language, feel the artistic conception, read and recite.

The first class

Teaching design of "Watching the Sea":

Introducing a new lesson:

Cao Cao, a lean and vigorous generation, has already seen his charm in The Romance of the Three Kingdoms. However, due to the creative tendency of The Romance of Three Kingdoms to praise Liu and belittle Cao, the author failed to give Cao a fair evaluation. In fact, according to historical records, Cao Cao was also a good gentleman. He was a politician, strategist and poet in the late Eastern Han Dynasty. In poetry creation, Cao Cao was also praised by ancient literary circles for his bold and tragic writing style. Today, we are about to learn a song "Looking at the Sea", which was written at the peak of Cao Cao's career. At that time, he was about to unify the north, boarded Jieshi Mountain, where Qin Huang and Han Wu also visited in those days, and when the autumn wind was bleak, his mood was surging like the sea. Let's enjoy this magnificent masterpiece and feel its majestic momentum.

overall perception:

1. Teachers model the text

2. Students can read freely, remove text barriers, and teachers can correct their pronunciation.

Inquiry question:

1. What words does the whole poem revolve around?

2. How many levels has this poem been written? Which sentences are realistic? What are the empty words?

3. What verses in poetry best reflect the author's broad mind?

(group discussion, class communication)

Discussion and exploration:

Please use your imagination to draw a picture of Cao Cao's view of the sea, and understand what feelings the poet expresses in it.

Teaching design of a mooring under north fort hill:

Introducing new lessons:

The transportation in ancient times was very underdeveloped, even the ancient emperors failed to get on the modern bus. Therefore, it is difficult for people who live in exile or seek jobs abroad to go home regularly, and naturally they will not feel homesick. Therefore, expressing homesickness has become an important theme in ancient poetry. Today, let's learn about a mooring under north fort hill, a poem by Wang Wan, a poet in the Tang Dynasty, and feel the author's deep homesickness.

overall perception:

1. What content does the poem depict?

2. Which poems directly express the author's homesickness?

Thinking taste:

Please use vivid words or pictures to describe the scene described by "until the banks at low tide widened, with no wind stirring my lone sail"?

What did the author think of when he saw Gui Yan? Why did he express his homesickness with the help of Guiyan?

Extension:

If you are an author and you are wandering outside, how will you feel? Talk with your classmates.

Teaching plan design of "Spring Trip to Qiantang Lake":

Introducing new lessons:

Qiantang Lake is another name of West Lake. When we mention the West Lake, we will naturally think of Su Shi's famous sentence, "If you want to compare the West Lake to the West, it is always appropriate to make up lightly." After reading this poem by Bai Juyi, we will appreciate the beautiful scenery of the West Lake in more detail, as if we would see the shadow of Xi Shi with tears and a smile more truly. Read this poem aloud, and let's feel the thoughts and feelings of this poem.

Overall perception:

Teachers model the text, and students are free to read aloud and think:

1. What season does the poem depict? What words did you get from the poem?

2. What words indicate that the poet has been intoxicated with the beautiful lakes and mountains?

Study and explore:

Why are "several places" in poetry not "everywhere" and "whose home" not "every family"?

Extension:

Use a variety of creative techniques to expand the content of this poem and write a landscape prose.

In the second class

The teaching plan design of Xijiang Moon:

Introducing new lessons:

Checking recitation and introducing the understanding of the text content. Yesterday, we enjoyed the beautiful spring scenery of the West Lake in early spring with Bai Juyi. Today, let's enjoy the fresh scenery of rural summer nights with the famous patriotic poets in the Southern Song Dynasty.

overall perception:

1. Teachers model the text and students read it freely.

2. This first word is divided into two pieces. What are the contents described respectively?

3. How did you express the poet's feelings?

Reading and appreciation:

1. Why do poets walk at night? Is the night walk long? What words can be seen?

2. What is the expressive function of the word "suddenly see"?

3. What words do you think are full of artistic conception? Please find out and communicate in the whole class.

The lesson plan design of "Tianjingsha Qiu Si"

Introducing new lessons:

For more than 7 years, when people mentioned the word "homesickness", people would naturally think of this work. It skillfully uses the series of nouns and the technique of scenery contrast to put the lyric hero in a specific atmosphere, which organically unifies the author's subjective emotions and the objective environment and vividly expresses the deep sorrow of the wanderer who has been wandering for a long time.

overall perception:

teachers model the text and students imitate it.

The students close their eyes, and the teacher describes the scene:

At dusk in late autumn, a travel-stained wanderer rides a thin old horse and walks alone on the ancient road against the cold wind. He walked past the old trees covered with old vines and saw the dusk crow hovering in the treetops. The dusk crow was about to return to its nest. He walked across the small bridge across the stream and saw a warm picture of a "small bridge with flowing water", with smoke curling up and a comfortable and elegant scene. At this time, the sun is going down, but there is no place to stay, and it is still a long night to meet yourself. Alas, it is difficult for me to return home, which makes my heart broken and adds to my sadness. Asking you how much sorrow you can have is like a river flowing eastward.

Reading and appreciation:

How many pictures does the poem * * * depict? What kind of feelings did the poet express?

Extension:

1. Students have poetry exchange and reading contest;

2. Teachers model "Man Jiang Hong", while students freely compose music and sing poems.

3. Rewrite this poem into prose.

Notes after class: In the course of this lecture, we should pay attention to cultivating students' ability to interpret poems, and mobilize students' imagination and life reserves to understand the contents of poems. At the same time, cultivate students' ability to appreciate and accumulate poetry, and constantly improve their own literary accomplishment.

Learning objectives:

1. Understand the knowledge about poetry;

2. Taste the poetic language and appreciate the artistic conception of poetry;

3. Read poems repeatedly with affection and recite them accurately;

4. Inspire students' thoughts and feelings of loving the ancient cultural knowledge of the motherland, and improve students' cultural taste and aesthetic taste.

learning focus:

taste the language, feel the artistic conception, read and recite.

The first class

Teaching design of "Watching the Sea":

Introducing a new lesson:

Cao Cao, a lean and vigorous generation, has already seen his charm in The Romance of the Three Kingdoms. However, due to the creative tendency of The Romance of Three Kingdoms to praise Liu and belittle Cao, the author failed to give Cao a fair evaluation. In fact, according to historical records, Cao Cao was also a good gentleman. He was a politician, strategist and poet in the late Eastern Han Dynasty. In poetry creation, Cao Cao was also praised by ancient literary circles for his bold and tragic writing style. Today, we are about to learn a song "Looking at the Sea", which was written at the peak of Cao Cao's career. At that time, he was about to unify the north, boarded Jieshi Mountain, where Qin Huang and Han Wu also visited in those days, and when the autumn wind was bleak, his mood was surging like the sea. Let's enjoy this magnificent masterpiece and feel its majestic momentum.

overall perception:

1. Teachers model the text

2. Students can read freely, remove text barriers, and teachers can correct their pronunciation.

Inquiry question:

1. What words does the whole poem revolve around?

2. How many levels has this poem been written? Which sentences are realistic? What are the empty words?

3. What verses in poetry best reflect the author's broad mind?

(Group discussion, class communication)

Discussion and exploration:

Poems from "A trip to the sun and the moon" to "If you are out of it", please use your imagination to draw a picture of Cao Cao's view of the sea and experience it.