Teaching plan of "Talking about Mu Ye"
first kind
Teaching emphasis: grasp key sentences, clear ideas and summarize opinions.
1, browse the full text, tick off key sentences, sort out ideas and summarize opinions.
Key sentences:
1) What do we see here? Muye? It is so prominent that it has become the poet's favorite image.
2) But the question is why we seldom see it in ancient poetry. Leaves? And then what?
3) from? Muye? Developed to? Falling wood? The point is obviously? Wood? This word, and its? Leaves? Or? Fallen leaves? The difference is also here. Here we have to analyze it first, okay? Wood? Words.
4) It seems to contain a defoliation factor. What is it? Wood? The first artistic feature of.
5) explain? Wood? Why does it have this feature? We can't help touching the suggestibility in poetic language. This suggestibility seems to be the shadow of the concept, which is often hidden behind the scenes. If we don't pay attention, we won't notice its existence. What else do you need to say here? Wood? The second artistic feature of image.
6)? Wood? It not only reminds us of the trunk, but also brings? Wood? Implicit color.
7)? Muye? And then what? Leaves? Just a word difference. Wood? With what? Trees? Conceptually similar, but in the field of artistic image, the difference here is almost a thousand miles away.
Ideas:
Paragraph 1: List poems and lead to discussion topics? Muye? Become an image of ancient poetry.
The second paragraph: Is it useful to put forward ancient poetry? Leaves. Leaves? Without it? Leaves? Literary phenomenon (phenomenon)
Paragraph 3: Put forward the right? Wood? The origin of thinking. (questioning)
Paragraphs 4 to 6: Interpretation? Wood? Two artistic features of. (dispel doubts)
One: one of the artistic features:? Wood? Used in autumn leaves falling season, containing defoliation factor.
For example, compare: Gao Qiao? Full of leaves and leaves
Takagi? There are fewer and fewer leaves, and they are empty.
Cause analysis: poetic language is suggestive.
Specific explanation:? Leaf tree? With what? Leaves? The images are consistent, with dense dark association layers.
Muye? what's up Wood, wood, boards? The shadow of waiting reminds people of tree trunks and rarely leaves. ? Leaves? Rejected? Wood? Outside the image. ? Wood? With what? Leaves? The images are inconsistent. Muye? Suggest falling leaves.
Second: the second artistic feature:? Wood? It has a yellow and dry feeling.
Comparative analysis:? Trees? Brown-green, near the leaves.
Wood? Pale yellow, dry
Give an example:? Muye? There is a slight yellow feeling of fallen leaves, which brings the overall thinness.
The breath of clear autumn.
Fallen leaves? Dense leaves rich in water.
Yellow leaves? It is covered with trees and is pale yellow. There is no dryness, and there is no meaning of falling.
Falling wood? Than? Muye? Wider and denser.
Paragraph 7: Summarizing words with similar concepts, the artistic image is almost a thousand miles away. (abstract)
To sum up, the full text can be roughly divided into three parts. 1 to 3 is the first part, which lists a phenomenon in the history of ancient poetry in China, namely? Muye? Become a poet's favorite image, and? Muye? The key to image is one? Wood? Words. Paragraphs 4 to 6 are the second part. Explain? Wood? Two artistic characteristics of "Chinese style" and why there are these characteristics. Paragraph 7 is a summary. Namely:? Muye? Phenomenon? Analysis? Wood? Hint? Conclusion: A word travels a thousand miles.
Second? Three class hours
Teaching emphasis: 1. Exploring images? Muye? Understand the suggestive features of China's classical poetry language (associative meaning of words) II. Understand the relatively stable image of China's classical poetry and improve the understanding and comprehension of classical poetry;
Teaching process:
First, thinking: read the text, compare two poems, and think about the difference between the two images of a big tree and a towering tree.
1, Wu Jun's Answer to Liu Yun says: The autumn moon shines on the mountains, and the cold wind sweeps the tall trees. ?
The latter is the situation that there are fewer and fewer leaves. Sweep high wood? Isn't it? Qianshan? Takagi, are you open? Then it is empty; ? Wood? Is it better than here? Trees? Simpler, what do you mean? Do you know what the wind is like? Such a tree seems closer? Wood? ; It seems to contain a defoliation factor.
2. Cao Zhi's "Noda Yellowbird Tour" said:? Tall trees are often hit by the wind, and the calm sea is also hit by the waves. ?
The former is about to express the grievances as deep as the tide by the blowing of leaves, where the more leaves, the fuller the feelings; ? Gao Qiao? It's full,
Second, extract the following poems from the text and think about it. Muye? Or? Falling wood? Images and? Trees? 、? Green leaves? 、? Fallen leaves? What are the different characteristics of an image? What do these literary phenomena show about the characteristics of poetic language?
Text verse:
1, autumn wind blows, waves flow in Dongting, trees are under leaves, and oranges are suitable.
2. At the beginning of Dongting Lake, the leaves of trees were slightly separated from the secluded hills with osmanthus trees.
3. Under the konoha, Jiang Lianbo, the autumn moon shines on the clouds, there are strange trees in the courtyard, and the green leaves are gorgeous.
4. Autumn wind blows the leaves, like birds flying to the Dongting, and the wind is light and the flowers are late.
5. Under the pavilion, under the leaves, in the early autumn, clouds are shining and Chinese leaves are burned.
6. When I heard the cold beat of the washing mallet shaking down the leaves, I remembered how much Liaoyang hated Taiwanese trees, and the sea made waves.
Leaves fall like the spray of a waterfall, and I watch the long river roll forward, soft strips, Ran Ran, falling leaves,
8, quit the cave, go to Yangji Pu, such as raindrops brightening yellow leaves, lights shining white heads.
9. The autumn moon shines on the mountains, and the cold wind sweeps the trees in the afternoon.
Clear:? Muye? Or? Falling wood? The images are all autumn; Both? Autumn wind sweeps the leaves? Artistic conception; ③? Muye? And then what? Falling wood? The feeling is dry, and it is a breath of clear autumn; Do you have any colors? Dry yellow? This feeling.
Trees? 、? Green leaves? 、? Fallen leaves? An image (1) is the feeling of dense leaves; (2) It's all wet and rainy; 3 What is color? Wet green? The characteristics of.
Summary: ①? Muye? Often describing the yellow leaves in autumn, which is closely related to the autumn wind, is a typical clear autumn figure;
②? Leaves? It doesn't usually appear in ancient poems. Trees? With what? Leaves? Images are not exclusive, but very consistent, which are often expressed in ancient poems? Prosperous? Have an artistic conception? Trees? The word is directly expressed;
③? Falling wood? Than? Muye? Even more spacious, it even? Leaves? The little strong meaning of this word has been washed away. ? Muye? With what? Falling wood? There is still a certain distance: konoha? what's up Wood? With what? Leaves? The unity and interweaving are a distant and affectionate beautiful picture, but? Falling wood? what's up Sparse? 、? Empty? , is it? Dead leaves? The mood of falling.
It shows that the poetic language is suggestive. (Read paragraph 5: Explain? Wood? Why does it have this feature? We can't help touching the suggestibility in poetic language. This suggestibility seems to be the shadow of the concept, which is often hidden behind the scenes. If we don't pay attention, we won't notice its existence. Sensitive and cultured poets are trying to understand all the potential forces in language images and interweave these potential forces with the meanings in concepts, thus becoming colorful words; It affects us unconsciously; It's very infectious and inspiring here, too. )
Reflections on "Talking about Mu Ye"
"Say what? Muye? This text is theoretical, and the content of the text quotes many ancient poems, which is boring and difficult for students to read and learn. " Say? Muye? "Is this lesson a thing of the past? Muye? And then what? Leaves? To explore the suggestibility of images in China's classical poems, we need to learn this text, so that students can really understand the author's writing intention and grasp the suggestive characteristics of poetic images. What is the focus of this class? What are the suggestive features of China's classical poems? The difficulty in teaching lies in the fact that the full text is ostensibly an analysis of ancient poems. Muye? The artistic features of poetry are essentially about the features of poetic language. The suggestibility of poetic language belongs to the problem of poetic theory, but students have only a superficial understanding of poetry, which is easy to be confused by the surface of the topic and can't grasp the true intention of this paper. Therefore, the main task of this course is to let students break through the difficulties of understanding, help them understand and learn the expressive skills of implied poetry language, and draw valuable artistic nutrition from it.
Reading teaching is a multiple dialogue among students, teachers, textbook editors and texts, and a dynamic process of ideological collision and spiritual exchange. Teachers are not only equal interlocutors of students, but also organizers of classroom reading activities and promoters of students' reading. As? Organizer of classroom reading activities and promoter of students' reading? In this dynamic teaching process, there are many ways for teachers to achieve their goals, but teachers with little teaching experience will have this experience. Questioning is the most important teaching method in classroom teaching. As a main teaching method, questioning has been widely used in Chinese reading teaching in senior high schools. Designing effective questioning to improve the efficiency of Chinese reading classroom teaching has become the enthusiastic pursuit of many Chinese teachers. The students in the class taught by the author have a general foundation, and their ability to analyze and summarize problems is relatively weak, so it is difficult to read and understand the text well and achieve the learning objectives of this course. In order to enable students to fully read the text and understand the author's original intention through a large number of quotations, the author chose? Organize teaching with setting and solving problems as the main line? Teaching methods. From the beginning of the introduction, a series of questions are designed along the author's thinking, so that students can always read, think, discuss and summarize with questions. Moreover, the design of the topic pays attention to the thinking law from easy to difficult, from shallow to deep, from image to abstract, which largely relieves the psychological pressure of students who are afraid of difficulties when they see too many quotations, and then actively, actively and even vividly study according to the topic. When all the problems are solved smoothly in turn, students fully experience the joy of learning literary argumentative essays, and the teaching goal is naturally achieved. Undoubtedly, the problem design of this lesson is relatively optimized and effective.
But the feedback from students is that on the one hand, it is boring, on the other hand, it is unclear. Regarding the first question, I don't think it is necessary to reflect too much. I can't and shouldn't make every class interesting. First of all, I don't have this ability. Secondly, Chinese classes should have their own Chinese flavor. Not every student can be sensitive to Chinese flavor. In other words, the author cannot design classes without Chinese flavor to cater to students. The second question, I think, mainly lies in the link of overall perception. In recent years, because teachers have studied the textbooks more deeply, they pay special attention to the whole perception, which is very important. First of all, without this link, students' understanding of the text will be very vague, and no matter how much non-text things you add that interest students, they will fail; Secondly, if teachers don't study the text deeply, they won't have a good lesson, especially the overall perception. As far as this lesson is concerned, the author gives students about 10 minutes to read and then explore? Wood? The two artistic features of the novel return to the text again, but this link is always a bit rough. Where is it rough? One is that there is not enough time, and the other is that the questions are not enough to attract students, that is to say, the author only gave students two opportunities to read the text. There is also the problem of the text itself, because there are many poems quoted in this text, and many poems are not easy to understand, so it is easy for students to fall into the fog of understanding the meaning of these poems and focus on reading them instead of understanding what the author wants to analyze; Besides, some words, such as? Open? 、? Shu Lang? 、? Full of feelings? 、? Thick? These unique words in China's art criticism make it more difficult for students to understand the text.
I think, first, we should make a summary of the full text; Second, we should carefully analyze the use of some poems in the text? Muye? What's good about the future? In this case, it may be less boring and easier for students to accept.