Mulan Poetry tells the story that Mulan disguised herself as a man, joined the army instead of her father, and made meritorious deeds on the battlefield. After returning to Korea, she refused to be an official, but asked to be reunited with her family. This poem enthusiastically praised the strange girl's hard-working and kind quality, her enthusiasm for defending her country, her heroic fighting spirit and her dignified and calm demeanor. The style of the whole poem is clear and vivid, simple and vigorous, and it can be called an excellent work in northern folk songs. Represents the outstanding achievements of Yuefu folk songs in the Northern Dynasties. The whole poem adopts the method of sequential narration, taking events as the order, with moderate complexity and exquisite conception. The work can be roughly divided into three parts, the first part is before going to war, the second part is army life, and the third part is returning from meritorious service. These three parts, the author has no general kung fu, but there are some details, focusing on the first and third parts. The learning requirements of this unit article are: reading the text repeatedly, perceiving the ideological content of the text as a whole, cultivating lofty patriotic sentiments, trying to figure out wonderful paragraphs and key sentences, and learning language application skills. Obviously, these teaching requirements clearly reflect the three-dimensional goals in the curriculum standards, and the above learning requirements are very suitable for the article Mulan Poetry. The seventh-grade students have accumulated some experience in learning ancient poems, and have the initial ability to read and appreciate ancient poems, and most of them are right. Mulan joined the army as her father? For students, learning such a Yuefu poem under this premise has laid a good foundation in learning interest, emotional expectation and basic methods. At the same time, it has to be pointed out that the universal reality is that students can't read poetry, especially classical poetry, which is particularly prominent in rural schools. Therefore, one of the key points in my teaching of this course is to guide students to learn to read poetry and to understand the inner meaning of classical poetry through reading. Beautiful? By reading aloud, let the image of Mulan be separated from the words? Stand up? . At the same time, in view of the disadvantages that students don't like to ask questions and dare not ask questions when reading, I will arrange a link for students to ask questions independently after class after students' interest in learning poetry is fully mobilized, so that students can have a platform to show their individual interpretation and experience on the basis of full reading and in-depth understanding of the text. Because I think that the so-called students don't like to ask questions and dare not ask questions, the fundamental reason lies in the teacher, and the teacher's guidance is not in place. Sartre said that reading is a guided creation. How can students make a creative interpretation without establishing deep communication and emotional exchange with the text?

Second, the teaching design

The requirements of Chinese curriculum standards for poetry learning mainly include: reading ancient poems, consciously accumulating, comprehending and using them, and improving one's appreciation taste and aesthetic taste? ,? When reading excellent poems, pay attention to appreciate the content and emotion of the works through the tone and rhythm of the poems? ,? Understand the commonly used rhetorical methods and realize their expressive effects in the text? ,? Appreciating literary works, we can have our own emotional experience, initially understand the connotation of the works, and gain beneficial enlightenment to nature, society and life? . These requirements highlight the important position of reading in the process of poetry learning, and also emphasize the relationship between students' reading learning and texts? Dialogue? And the importance of learning style combining personal experience and explanation.

I am concerned that there is such a general sentence in the text reading guide, which deserves teachers' consideration. The whole poem is lively, vigorous, simple and vivid, with a strong folk flavor? . Judging this poem from the perspective of literary appreciation is obviously not suitable for the learning goal of grade seven students, but through repeated reading and taste, students can have a deeper perceptual understanding of the characters and a superficial rational understanding of the language style of the poem after learning this poem. I think this is the proper meaning of the teaching goal of this course.

Based on the above understanding, I have designed the teaching objectives of this course as follows: 1. Let students learn to read poems skillfully with accurate pronunciation, appropriate speech speed and intonation, and can read the emotional changes of different parts of poems in class; Secondly, by appreciating wonderful sentences, students can summarize and evaluate Mulan's quality and personality characteristics, and learn from her beautiful qualities. Third, learn and understand rhetorical devices such as intertextuality to achieve its expressive effect in the text. The focus of teaching lies in the first goal, that is, to guide students to master the basic methods of reading ancient poems through repeated reading, and on this basis, they can recite the full text. To this end, I will constantly change the ways and means of reading guidance, fully arouse students' interest in reading through teachers' demonstration reading, students' imitation reading, individual free reading, boys' and girls' segmented reading, and the whole class reading, so as to make the classroom full of bright reading sounds. The study of intertextual rhetoric and the analysis of characters' quality and personality characteristics combined with the plot of poetry are the difficulties in this course.

The new curriculum standard points out:? Let students deepen their understanding and experience in active thinking and emotional activities, and feel and think? ,? In the teaching process, we should highlight students' practical activities, guide students to acquire knowledge actively, scientifically train their skills, and improve their Chinese ability in an all-round way. ? The theory of autonomous inquiry learning holds that only those who learn can't teach. The basis of learning is autonomy, and the key to learning is autonomy. So in this class, I designed such a leading question: Although the story of Hua Mulan joining the army as her father gave us the most direct feeling that she successfully shaped A? Hero? But in fact, this paper mainly depicts Mulan as a female image. What descriptions can be seen from the poem? This problem links the image of Mulan based on folk stories in students' minds with that of Mulan in poetry, which makes abstract characters supported by language description and builds a bridge of thinking for students' perceptual and rational understanding. Of course, it is difficult to answer this question without in-depth reading of poetry, which virtually returns the main position of teaching to students. I also pay attention to arousing students' consciousness of questioning and distinguishing doubts, guiding them to study independently and explore cooperatively, giving students sufficient freedom and space to speak out, seeking individual interpretation and emotional experience, reflecting on themselves, and guiding their lives with the gains and experiences of learning.

The specific teaching links are designed as follows:

First, story introduction.

This paper introduces the folk story of Mulan joining the army as her father and the American Disney cartoon Mulan. Ask the students to talk about why people like the image of Mulan for thousands of years. What excellent qualities do you think she has?

(This link is the question raised in Exercise 4 after class. Before class, it is mainly for students to establish a perceptual and extensive understanding of the image of Mulan, and students' reading expectations are stimulated, paving the way for the second interpretation of the characters through poetry. Students may say that they are brave and strong, smart and witty, kind and filial, considerate and so on.

Second, reading poetry for the first time.

According to the above dialogue, let the students read the poem freely according to the notes in the book, and then try to retell the story. At the same time, let the students talk about which parts the story is divided into.

The way of retelling is: let the students at the same table retell each other first, and then check the retelling of individual students. )

Third, the United States reads poetry.

Teachers should check students' reading situation and guide students to use correct methods of reading poems in time, including accurate pronunciation, appropriate speech speed, intonation and changing rhythm. And read the emotional changes in different stories. The ways of reading should be varied, and students' interest in reading can be improved and their desire for reading can be stimulated through the constant changes of ways.

(The ancients said:? Reading is in a hurry, and swimming is interesting? Teachers' reading guidance lies not only in method guidance, but also in interest guidance. Therefore, the reading methods of this class will be varied, mainly including teacher's demonstration reading, student's imitation reading, teacher's leading reading, student's free reading, boys' and girls' segmented reading and the whole class's synchronous reading. In order to enhance reading interest and increase students' experience of poetry rhythm, teachers can provide music. )

Fourth, read poetry.

On the basis of the above repeated reading, students have a deeper understanding of the content of the poem. At this time, let the students discuss: after repeated reading, is the image of Mulan in the impression different from that in the original story? What kind of image and quality of Mulan impressed you most at the moment? Let the students talk about their own understanding with specific poems. In this process, the teacher guides the students to think in time: What is the difference between the image of Mulan in poetry and our original folklore and even the image of Mulan in American animated films? Hero? There seems to be some distance between the images. Why didn't poetry focus on expressing her? Hero? What about the image? Take advantage of the situation to guide students to think about the intention of the poem in cutting out the details of the plot, that is, to think: why did Hua Mulan write in detail about joining the army and returning to China, but the process of the war was very brief? Draw a conclusion: Obviously, this poem is mainly portrayed from the perspective of highlighting Mulan's female image. Next, arrange students to find such a poem from the text and talk about how to highlight its female characteristics. At the same time, teachers should guide students to understand the characteristics of poetic language in time through independent thinking and group cooperation according to students' speeches. (including intertextuality, antithesis, parallelism, metaphor, exaggeration and many other rhetorical devices, as well as the use of sentence patterns such as repetition, parallelism, chain and overlap, and may even involve the harmonious and changeable characteristics of folk song language. Of course, the teaching process is based on the premise of equal dialogue between teachers and students. Therefore, the focus of teaching should be to guide students to learn and understand rhetorical devices such as intertextuality, duality and parallelism, among which intertextuality is the main rhetorical device. This can be seen from the design of after-class exercise 2 in the textbook. Other contents should be designed according to students' learning intention, knowledge and ability, and teachers don't have to force guidance. )

The purpose of this link is to guide students to deeply interpret the text, get close to the language of the text, and explore the hidden emotions and value judgments through language. The analysis of Mulan's outstanding female image has actually unconsciously risen to the level of literary appreciation. This activity conforms to students' cognitive characteristics and is close to their interest in inquiry, which unconsciously not only makes the image of Mulan? Standing? Get up, also make students inspired, edified and educated. )

Verb (short for verb)? I like poetry? .

There are two main activities. One is to encourage students to boldly question the doubts in the learning process and put forward valuable questions for everyone to discuss and solve; Second, there is a poetry reading contest in class. Students can choose their favorite poems to recite and show, and see who can recite them skillfully and have the most charm. The teacher is convenient to finish class and assign homework. The form of homework is: try to rewrite the poem into a narrative in the first person and Mulan's tone.

(The two activities in this link are aimed at cultivating students' quality of daring to question and being good at questioning, as well as their good feelings of loving to recite classical poems. The ancients said that reading is expensive in doubt, little doubt and little progress, big doubt and great progress. Einstein also said that raising a problem is more valuable than solving it. ? Russell said: The habit of passively accepting teachers' wisdom is a disaster for one's later life. ? It is clearly stated in the curriculum standard: let students? Dare to put forward your own opinions and make your own judgments? . Therefore, I think it is very important to encourage students to ask questions in a class, and this kind of thinking should become a habit of teachers. The purpose of ending this class by reciting is to make reading run through the classroom, thus strengthening students' understanding. If you want to learn poetry well, you must recite it repeatedly. There is no other good way. )

Reflection after teaching:

After teaching this poem, there is a worry that has been haunting me, that is to say, this is a question that has been forcing me to ask, and this lesson has prompted me to think deeply about this question, that is: how to improve the effectiveness of classroom teaching? Or more specifically, how to improve the effectiveness of classroom teaching on the premise of improving classroom capacity?

The reasons for this confusion are not only the long-standing problem that puzzles our Chinese teachers: the high consumption and inefficiency of Chinese teaching, but also the admiration of many Chinese educators for their superb Chinese classroom teaching art. They are often in the same class, which can not only be close to the text, let students swim in the ocean of language, but also guide students' thoughts and emotions skillfully and quietly in the process of establishing dialogue with the text. However, when you look at your classroom, you will always ignore one thing: lack of money. The achievement of three-dimensional goals always makes people encounter the embarrassment that you can't have both. Too much emphasis on the teaching of Chinese knowledge tends to dilute the cultivation of students' emotional attitude. Too much language analysis is also suspected of dismembering words. Too much guidance from teachers can easily make people ignore the excuses of students, and there are too many links involved, which will inevitably lead to the regret that the classroom is fragmented. Take this course for example! As an intensive reading text, I want to analyze the characters by reading the language in depth in a class, and I don't want to give up the guidance for students to read poetry. Both aspects are teaching links that need a lot of time, but from the actual teaching effect, the more I want to have both, the more I don't grasp them, which is also one of the regrets; Cultivating students' ability to question reading has always been an indispensable part of my teaching philosophy, and this course has obviously become an unattractive one? Tail? This is the second regret. Judging from the establishment of teaching objectives, it is obviously idealistic to hope that students can read different emotions conveyed by different contents in a short time from accurate pronunciation, appropriate speech speed, intonation and rhythm, and only some students can achieve this goal; ? Reading poetry? Originally designed to appreciate the poems that highlight Mulan's female character and quality characteristics, it should be a highlight of this class. However, it took me too long to read aloud before, which became my biggest regret in this class. I want to teach such poems next time. If I prepare well and balance the class time, I will guide students to produce wonderful works in this link.

Teaching is really an art of regret, and it is precisely because of regret that I am attracted to keep moving forward and pursuing.