Li Sao 1 Reflection on Teaching Let me recall my lesson preparation experience first. I drew lots for the lesson Li Sao, and I immediately cried, "How can it be an ancient poem?" Can I change it? "I like Tang poetry and Song poetry, but I'm a little far away from the poems of earlier times such as The Book of Songs and Li Sao, and it's hard to get far away from them. How about Li Sao and Li Sao Nai?
Sitting at home and reading the text three times in a row, Qu Yuan's language habits are really far from those of us modern people! If there are no notes, I can't read them. I will read them like a student. So, should I base myself on the explanation of words and phrases in class?
Look up information on the internet. There are many teaching plans, so I was lucky to find three courseware. As for other written materials, I read them for nearly an hour with the attitude of "taking the essence and discarding the dross". General manager Ling Ling collected some information, had some sudden inspiration, and finally prepared the above teaching design.
In my impression, the general procedure of ancient poetry teaching is to introduce the author, the background of the times, talk about the whole poem and the characteristics of writing. I also "go with the flow", focusing on Qu Yuan, Li Sao and Chu Ci in the introduction. Slightly change the pattern, introduce Qu Yuan through three elegiac couplets, and taste its "tragic and deplorable" to pave the way for the following classroom tone. Introduce the Songs of the South by reading aloud, rather than introducing it separately before class, and rely on the text to understand the formal characteristics of the Songs of the South.
Li Sao has many reading disabilities. If you study the meaning of words and focus on words and trivial grammar, it is easy to have grammar classes or something. The notes of the text are very rich, so it won't be too difficult for students to understand the literal meaning of sentences with the help of notes. Therefore, I don't explain from the perspective of ancient Chinese knowledge points, mainly to understand the words, interspersed with words to explain, and feel the connotation of words in the intuitive feeling of pictures.
In order to understand the image of Qu Yuan, three steps are designed step by step. One is to think about "what is the image in Qu Yuan's mind? Please explain it in specific poems. " This question is relatively simple. If the whole poem is sorted out, students can easily summarize it and have a preliminary understanding of Qu Yuan's image. On this basis, combined with three different styles of pictures, guide students to further understand Qu Yuan's personality characteristics. Finally, the controversial question "How to treat Qu Yuan's sinking into the river" is thrown out, and Qu Yuan's self-awareness, persistence in truth, and persistence in justice and ideals are fully felt in the debate. Logically, it is pointed out that this is a solemn and stirring "martyr's song". Not only let students understand the connotation of poetry, but also feel the tragic color, and let students accept a spiritual purification.
Before practicing in class, my idea is similar to "castle in the air". According to past experience, sometimes, seemingly good teaching design will "hit the rocks frequently" in the collision with students' thinking, which is not the expected result at all.
After actual combat, we found the following problems:
1, time is tight, students are not familiar with the text. The teacher explained stiffly that the students did not have emotional resonance with the text, and the dialogue with the text was overhead. The teacher's analysis only represents our coach's way of thinking and emotions, and the students' personality can only be annihilated if they take over.
2. Insufficient reading guidance for students. The sentences of ancient poetry are neat and the rhythm is relatively simple, which is easy for students to master. However, if you want to read your own feelings, you can only read in general without the careful guidance of the teacher, and it is difficult to achieve the purpose of reading with inspiration and experiencing feelings.
I feel speechless about the students' superficial understanding, and my immediate reaction is to remind him to get closer to the original explanation. It seems that the ultimate goal is only to complete the scheduled link. In fact, we can also follow the students' ideas and change the teaching ideas.
4. Too many pictures embellish the text and put the cart before the horse. Pictures should be used to promote the charm of words, but it has become a simple way to find a text explanation for pictures. How to combine the intuition of the picture with the "implication" of poetry?
5. The thinking of teaching is clear, but the connection between stages is not smooth enough. I have always been reluctant to write on the blackboard. Only four poor words were written in class. For a Chinese teacher, I can't be too lazy to write on the blackboard because there are not enough words.
Reflections on the Teaching of Li Sao Part II Li Sao is an outstanding lyric poem in ancient times, with profound content, profound thoughts, profound emotions, lofty realm, magnificent language and novel imagination. The author Qu Yuan was elected as a world cultural celebrity, which deserves the pride of everyone in China. His feelings of caring for the country and the people, his quality of leading an honest and clean life, and his spirit of dedicating himself to his ideals have touched and influenced countless future generations for thousands of years. As a high school Chinese teacher, I feel it is my responsibility to "give" the original beauty of such a text to the students.
Appreciating the beauty of poetry requires reading aloud, so I will focus on reading aloud. The linguistic features of Chu Ci can enable students to gain perceptual knowledge through reading. When reading, we must emphasize feelings and show them to students.
Dredging verses is an essential link. There are many dialects in ancient Chuci, so we don't need to pay too much attention to them. As long as students can translate annotated poems, I think we can't let go of more important classical Chinese vocabulary in teaching, such as ancient and modern synonyms and interchangeable words. This course appears more and more frequently, so students should be guided to summarize and accumulate. As for the polysemy of notional words, I don't think it is necessary to emphasize too much, including special sentence patterns, such as "preposition structure postposition, preposition object postposition and attribute postposition". I think we can put it down for the time being and solve it later As long as students can accurately translate words, sentence patterns can adjust word order. As a senior one student, I don't think it is appropriate to talk too much at this time, and this class is poetry, so don't focus on it.
The purpose of dredging poetry is to perceive the emotions and thoughts of poetry as a whole. The emotion of this poem is complicated, so students are prompted to find the key sentences and then summarize them. I think students are easier to understand. Poems are excerpts, only two. I don't think it is necessary to add Qu Yuan's "ideal of American politics". In these two poems, we can grasp the main feelings.
I plan to focus on artistic techniques in the second class, and compare the similarities and differences with the Book of Songs, so that students can experience it themselves. Qu Yuan's "vanilla, beauty" is also a key point.
In this teaching process, I feel that I have basically completed the expected task, and the reading effect is not bad. If I can be more open, it would be better to put some feelings into it.
The third part of "Li Sao" Teaching Reflection There are three difficulties in learning "Li Sao": difficult to read, difficult to recite and difficult to understand.
One difficulty: difficult to read.
The first reason why it is difficult to read is that there are so many uncommon words in the text of Li Sao that students can't even understand the text when they first get it. The second reason why it is difficult to read is that the pause of the sentence is not easy to grasp. Li Sao is written in Chu dialect, and "Xi" is often used in sentences. The meaning of this sentence is difficult to understand. Pauses in sentences are difficult to master.
Two difficulties: difficult to recite
Many sentences in Li Sao need to be recited. When the students heard that they were going to recite, their heads were anxious. Students are forced to memorize. Even if I memorized it at that time, I still couldn't write it in the exam. Some students resist reciting from the bottom of their hearts.
Three difficulties: difficult to understand
The meanings and usages of many words in Lisao are quite different from those in modern Chinese, so it is difficult to understand sentences. You don't know the meaning of this sentence without reading the notes below the text.
Li Sao often uses metaphor, and it is impossible to understand the ideological content of the article only by looking at the superficial meaning of the sentence. In the text, it is often said that this is one thing and that is another.
I remember the first time I gave this text to students, I told them word for word. A class is really tiring, and I feel that my brain is short of oxygen. But the students were ungrateful. After a class, the book is cleaner than the newly cleaned glass. Check and recite, no; Doing exercises, no, I was really angry at that time, but it was useless to be angry. This does not solve the problem. I wonder if it's my problem. But it was a mystery at the time. Now I feel that I have done a lot of useless work, done a lot of "nanny" work, replaced students' active learning with my own explanations, neglected students' learning experience, failed to take students as the center, paid too much attention to the completion of teaching tasks, and paid no attention to students' gains ... It can be said that it is a typical inefficient teaching or even ineffective teaching.
After years of continuous study, practice and thinking. When I got the article Li Sao again, I had a new teaching idea:
First, determine the class hours and learning objectives.
When preparing lessons, according to the content and recitation requirements of Li Sao, combined with the students' learning situation, I scattered the content in three classes and determined the learning objectives of each class.
In the first class, I mainly let the students listen to the text, read the text, briefly understand Qu Yuan's experience, and then let the students translate the text and add notes. Although the poem Li Sao is difficult to understand, the notes below the text are very detailed. There are three purposes for students to translate annotated texts: one is to familiarize students with the contents of annotations and poems, and the other is to exercise their written expression ability. Third, free teachers, so that teachers have more time to pay attention to each student's learning situation, student status, study habits.
The learning goal of the second class is to master the ideological content of the first paragraph of Li Sao and recite it. In the process of teaching, I use four questions to run through the classroom. The first question is, "How is the poet's heart reflected"? The second question is "What is the reason why Qu Yuan was demoted?" ? Let the students summarize the poems "; The third question is "what is Qu Yuan's inner feeling in the face of relegation"; The fourth question is "How did Qu Yuan choose in the face of unfair treatment".
The learning goal of the third class is to master the ideological content of the second paragraph of Li Sao, recite and simply analyze the artistic techniques of Li Sao.
Second, combine autonomous learning with cooperative learning.
In the first class, I translated Li Sao. I adopted the method of autonomous learning, and let the students translate the text by themselves, with notes attached. Doing so can improve students' learning efficiency and will not waste the limited time in class on irrelevant links. Because time is tight, students are very nervous in class, and every student is trying to write. In the second class, the question is a little difficult. If students still adopt the method of autonomous learning, they will easily lose confidence, which will lead to negative confrontation. Therefore, this course adopts the learning method of group cooperation. Students hold their own words, which seems to be language exchange, but in fact it is a collision of ideas, igniting another spark with one spark and inspiring another wisdom with one wisdom. Soon the students summed up the answer to the question, and it was very accurate. Even I was infected by the students' enthusiasm for learning and attracted by their keen thinking. What an energetic group of children! How can I not love them!
Third, agree to the time for students to recite.
In recent years, the college entrance examination, "Li Sao" poetry will appear from time to time, so it is necessary to recite "Li Sao". But Li Sao is really hard to recite. Although I tried to put this poem in context in class, it was still not easy to recite it. I will ask my classmates to set a time to recite the meeting according to their own situation, otherwise they will be fined ten times. This not only conforms to the students' memory rules, but also won't make them too relaxed. After the appointed time, I checked a few students, and the students recited well. I feel a little secretly pleased. Children are children after all. As long as we put our heart into it, they will follow us.
This is some of my feelings and immature practices when I was studying Li Sao with my students. I sincerely hope to get the guidance of experts in the circle. Thank you in advance.
Reflections on the Teaching of Li Sao 4. Li Sao is far from our modern times. I don't know how many people like Qu Yuan, Chu Ci and Li Sao. Personally, I don't like Qu Yuan's way of doing things. As the saying goes, staying in the green hills is not afraid of burning without firewood. Li Sao, who just finished her second class, found that her classmates had the same views as me. But I think I can accept Qu Yuan with a normal heart when preparing lessons, although I don't agree with his practice. Students are different. If they don't like this person, they will be excluded. Especially for boys, no one particularly likes such articles, and they belong to classical poetry. It is simply painful to learn. Only pain and happiness are the prerequisites for us to enter the text. At the beginning of the import, let them use "he _ _ _ _ _ _ _ _; _____________。 He _ _ _ _ _ _ _ _; _ _ _ _ _ _ _ _ _ _ _ ".As soon as this question was opened, one thing surprised me. I don't know how to turn it off. The voice of contempt is far stronger than the voice of praise. How can I make them change like this? The situation has become the key for me to continue my class. I can only use modern middle school students to say this sentence, but critics in the history of literature speak highly of it. See if the critics' comments are more pertinent, too extreme and give historical figures a fair evaluation. Because students don't preview, they don't even know the content when they study, so they can only sit through the preview class. This paper analyzes Qu Yuan's moral cultivation, thoughts and political ideals of worrying about the country and the people, and expounds the usage of metaphorical empathy in his writing, so that students can continue to find relevant sentences.
This class ended in such a hurry, with less reading, less reciting, less students' participation, and more teachers' chanting. Calm down and think about it. Maybe let them preview by themselves, read relevant notes and talk about it next class. Will it make students gain more? In the future teaching, I should pay attention to the basics, which should be a teaching method I want to change now. The best way to break through the difficulties is for students to ask questions. Maybe the class makes students feel happy. Starting from their reality, apart from studying the articles in the senior high school entrance examination, they can only focus on accumulating Qu Yuan's famous sayings and improving their writing style.
Reflections on the Teaching of Chapter 5 of Li Sao After class, I don't feel relaxed at all.
This time, everyone will have a demonstration class with prescribed content. The topic of Chinese in senior high school is Li Sao (excerpt) in the three compulsory volumes of Chinese in Jiangsu Education Press.
Although this text is the longest and greatest lyric poem in ancient China and an outstanding representative of romanticism, students are not interested in reading because of its age and abstruse sentences. To this end, my teaching design starts with the general methods of cultivating students to appreciate ancient poetry, and arranges three links: "initial reading, sparse poetry-rereading, feeling poetry-third reading and appreciating poetry style". After a class, although the organization is clear and full of passion, the teaching task has been basically completed, but after careful reflection, there are still many disappointments.
First, it is impossible to input text without adequate preparation.
In the first session, I asked students to identify and explain 8 words and translate 4 sentences. More than half of the words and sentences in the book are annotated. However, due to the students' inadequate preparation before class (the preview task was clearly arranged the afternoon before class), they seemed at a loss. They were at a loss as soon as they came up. They mispronounced three pinyin in a row and couldn't find the place to mark them, which made me very anxious. So it took more time to help clear it.
This class is scheduled for 40 minutes, and the teaching task must be completed at one time. If students don't arrange the text carefully, it is difficult to enter the second part of teaching.
The problem is that time waits for no one, and normal teaching may be like this. Students are busy with daily teaching tasks, so they have no time to do preview work. Although I arranged this preview, I saw that many students' textbooks were blank before class. I knew that they didn't have time to preview and probably didn't pay attention at all. After all, I left after class. Before class, I went to their classroom and told them to go to the classroom. They didn't even know to change classrooms.
If you teach at ordinary times, it may take a class to dredge the poems, or simply talk about them and implement them word by word, with or without preview. Not now. It's just that it seems to lack the taste of display, and the teaching materials and methods are not handled properly. So I want to look up the key words, let the students understand them deeply, and then analyze the text.
This link is definitely necessary, and how to deal with the teaching materials is worth thinking about.
Second, in any case, let students perceive poetry from language and words.
I set a central question when I let students perceive poetry: What kind of characters have you read? There are two sub-questions: what kind of life are the characters you read, and what kind of qualities are the characters you read. The students answered the first question well, but they were at a loss when they answered the second question. In the process of inspiration, the students finally found some key sentences to understand the meaning of this poem, but when they asked for a summary, they were speechless and finally understood. Isn't that "noble quality" Theoretically, I can push the boat with the tide and stop pestering. However, I continued to ask, "Why does the author write about noble life and noble quality?" Well, that's awesome again.
So, I threw a preset question: "Why did the author say' Come to me first'?" I thought I mobilized the students' thinking nerves at once, and I would make beautiful ripples on the calm lake. Unexpectedly, it is more difficult. I can only take this opportunity to ask what I just understood, and some students finally woke up and understood that Qu Yuan's description of his noble life and noble quality was due to his unshirkable responsibility, his feelings of upholding the truth and his thoughts of worrying about the country and the people.
It seems that open teaching needs not only clever teaching wisdom, but also a deep understanding of learning situation.
Third, it's really hard to say what romantic style is.
When teaching enters the third quarter, students will naturally talk about the romantic style of poetry, but if they want to analyze it with examples, it will never be romantic.
Just like when students were asked to discuss the linguistic features of poetry, some students first talked about metaphor and rhetoric, which made me very excited. Unexpectedly, I couldn't say a word about the metaphor during the analysis. I tried to hold my breath and remind myself that many notes in the book have helped us to make metaphorical analysis.
At this time, the teaching time is getting more and more tense. I can only speed up the pace of inspiration and let students think from imagination, but students just don't think "Pi Zhi" and "Qiu Lan" are romantic things, so I have to go into battle shirtless and explain them in person, from the real scene of "vanilla" to the meaning of metaphor, from the action of "picking herbs" to learning from others, expressing feelings through scenery, what ideals and ambitions are there, and so on. As a result, students are at a loss.
Driving back and sitting in an office chair, I found it relatively easy to explain romance. If we grasp a poem or two, we can draw the conclusion that the language is passionate, the imagination is magnificent, the metaphor is novel and colorful, and the form is lively and free.