Reflection on the Teaching of Song of the Yangtze River

Part 1: Reflection on the Teaching of Songs of the Yangtze River

"The Song of the Yangtze River" is the lyrics of the theme song of the series "Talking the Yangtze River". So before I learned this lyric, I first played the first episode of "Talking about the Yangtze River", let the students know about the basic situation of the Yangtze River, and then introduce a new lesson. After playing "Talking about the Yangtze River", I would like to find a classmate to retell what I remembered during the viewing process. Because I look very seriously, the location, origin, length, and provinces of the Yangtze River can basically be said. Next, I read the texts to the students and let the students initially feel the content of the poems. After listening to it, I asked my classmates to try it out. Liang Lanfang’s classmates read very smoothly, but the feelings were not too full. I pointed out that this is because of the reason for not understanding the content of poetry. Naturally leads to the third teaching link: understanding the content of poetry. In this part, I will give my classmates self-study, let them combine the information in their hands, find out the repetitive parts of the two sections, understand the role of repetition, and draw their favorite poems, and make comments on the textbooks. The students communicated with each other, and everyone can accurately grasp the meaning of the metaphorical personification in the poem.
On the basis of everyone's self-study, I will lead the students to discuss the following questions:
Poetry is divided into two parts. Please summarize the main contents of the two parts.
In the poems, there is a poem "We praise the Yangtze River | You are the source of infinity". From which places can you see that the Yangtze River is "a source of infinity"?
Through discussion, the students deepened their understanding of the content of poetry. On this basis, they summed up the theme of poetry: through the praise and praise of the Yangtze River, they expressed their attachment and love for the motherland.
In this way, the guidance for reading aloud will be a matter of course, and students will soon be able to grasp the poetic tone of enthusiasm, enthusiasm and broad-minded reading. The students read freely, read them collectively, and then read them by name. After repeating this reading, the poem has been deeply imprinted on the students' minds. Finally, play the song "Song of the Yangtze River" to let students feel the beauty of the Yangtze River.
In this class, students read more adequately. The lack of appreciation is not enough. The students' understanding of poetry stays on the surface. This is inseparable from my guidance. I only have a preliminary understanding of poetry and have not delved into the meaning of this poem. Therefore, students can only be asked literally, and the appreciation of students can only reach the level of the surface. Reflecting on this lesson, I feel that it is indispensable to prepare for each lesson before class. In particular, it is necessary to have a rich and profound accumulation of ontological knowledge in the usual way, so that the classroom can be easily used, and the students can be led to the depths.

Chapter 2: Reflections on the Teaching of Songs of the Yangtze River

The Song of the Yangtze River is a march of lyric style. They are magnificent, and the undulating melody vividly depicts the magnificent and tortuous scene of the Yangtze River. The music is written in a single trilogy to form the structure of A+B+A+ ending. The students who have just entered the middle school campus are full of expectations for the music class. Therefore, the teachers should be fully prepared before the class. In the teaching process, first of all, pay attention to the introduction of the teaching entry point. Second, pay attention to the connection of the teaching links. The succinct and precise language is linked up and down, and the teaching details are interlocked to make the classroom lively and lively, thus arousing the students' love for music lessons. When you explain music knowledge, you can combine it with songs to make your image vivid and easy to accept.

Chapter 3: Reflections on the Teaching of Songs of the Yangtze River

The song "The Song of the Yangtze River" is a lyric and has the characteristics of poetry. The content of the lyrics contains the imagination of the authors, and at the same time shows the magnificence of the Yangtze River.
If in the classroom teaching, we lead the students to understand the meaning of each word, I think it is difficult for us to capture the inspiration and feelings that the author evokes in an instant. Therefore, when studying the text, I arranged for the students to read the text first and make a general perception of the content of the text. On the basis of overall perception, I guide students to pay attention to the way the lyrics are written, so that students are not caught in the entanglement of a certain word.
After the overall perception of the text, I designed a reading section like this. I asked the students to read each paragraph in comparison, one classmate read the first sentence in the first paragraph, and another classmate read the first sentence in the second paragraph... After the reading, let the students talk about what you found? When asked, the children’s words are open.
Some said: "A certain sentence, the same punctuation."
Some said: "A certain sentence, the same number of words."
Some said: "The meaning of the third sentence is similar."
Some said: "The last four sentences of each paragraph are the same."
I wrote the contents of the students one by one on the blackboard and sorted them out. At the end of the summary, I pointed to the contents of the blackboard to tell the children that this is the characteristics of the lyrics. After mastering these characteristics, each of us can become a lyricist.
This class, I think the only regret is that students are not allowed to write a lyrics. If they are to try to write, I think their gains will be even greater.

Chapter 4: Reflections on the Teaching of Songs of the Yangtze River

The first lesson of the first volume of the Chinese textbook of the Jiangsu Education Edition is a poem "The Song of the Yangtze River". This poem expresses the praise and attachment to the Yangtze River in a second-person tone. It is full of passion and strength. The poems are divided into two major sections. The first paragraph expresses gratitude and praise for the love of the Yangtze River; the latter paragraph expresses the praise and praise for the development of history and the times. In this poem, we seem to see a warm mother coming towards us. She is gentle and powerful, broad and unselfish, grand and spectacular, healthy and beautiful. People can't help but admire and attach to her.
In this poem, the Yangtze River is no longer just the Yangtze River itself. She is the mother of the Chinese nation, a witness to the history of the Chinese nation, and a symbol of the Chinese nation. How to teach students to fully perceive the text and stimulate emotion through teaching?
I did this:
First, with the Yangtze River as the topic, to stimulate students' desires and requirements for the exploration of the Yangtze River. Through the conversation, students will have an interest in the Yangtze River, generate problems of inquiry, and have a strong desire to understand the Yangtze River.
Second, examine the Yangtze River from multiple angles. Students have been assigned to collect information about the Yangtze River before class. In the classroom, students are allowed to integrate the materials, introduce them in a brief language, and add their own feelings and experiences. Reflecting the information as a learning service, communication is a function to improve language ability. Here, some students have introduced the origin and flow of the Yangtze River. Some have brought pictures and songs about the Yangtze River. Some have read the poems and essays of the Yangtze River. In many exchanges, students have an in-depth understanding of the Yangtze River. Students know that the Yangtze River is our mother river. On the basis of student exchanges, I told students how many poets' poems were inspired by Changjiang. Different people will have different sentiments when they look at the Yangtze River, such as the title of "The Romance of the Three Kingdoms" and Su Shi's "Niannujiao Chibi". This gave students more feelings about the Yangtze River and laid a solid foundation for the sentiment text.
Third, the sentimental text, sublimation emotions. I used the fluent reading to arouse the students' emotions. On this basis, the students are free to read aloud. The look of the investment is really fascinating. After a few minutes, the students raised their hands and said their own experiences. Some said: "I think the Yangtze River is a great mother, she Selflessly nurture us." Some said: "I think the Yangtze River is both gentle and full of power. You see her..." I wrote a "gentle and powerful" stone on the blackboard to stir up waves. The words "selfless", "magnificent and spectacular" and "love and attachment" all flow out from the students' mouths, giving me no small surprises, students are great, their hearts are smart and sensitive. The student also found that the author used "you" instead of "her"; found that the first paragraph and the second paragraph of the text have similarities and many differences; found that "walking and running" gives people a different feeling; It is found that two sentences in the first and second paragraphs of the poem are the same; the question of why the Yangtze River can promote a new era?
In this session, I wrote down the students' questions, asked the students to make a mark in the book, and guided the students to start a discussion. They asked the students to read the text carefully, try to solve these problems, and make some mistakes when the students have difficulties. These problems have been solved. The sentiment of the text is in place. In the process of discussion, assisting in reading with emotions, it is obvious that the students' emotions are deepening and sublimating.
In the second lesson, I asked the students to carefully read the "The Rolling of the Yangtze River in the Three Kingdoms" and Su Shi's "Red Cliff Nostalgia", asking students to memorize the text and the two supplementary poems, which better expand the text. Learn time and space. Students write and learn again that the Yangtze River is a symbol of history. She is a mother river and a long river of history. Some say: "The mother is selfless, the mother is always the most beautiful person in the world, and the mother loves forever. It is the greatest love under the sun." Some said, "Different people will have different feelings when they look at the Yangtze River. For thousands of years, she has given the poet some inspiration for poetry!"...

Chapter 5: Reflections on the Teaching of Songs of the Yangtze River

In the new school year, the first lesson in the newly-taken class, "The Song of the Yangtze River", in order to do a good job in this class, to leave a good impression on the students, fully prepared before the class, carefully read the textbooks, Find all kinds of information online. According to the actual strength of the textbook and the actuality of the textbook, the students' thinking can be broadened through the highly concentrated language features of poetry, and the students can actively participate in the classroom learning, combining the language of poetry with rich information, so that students can learn. Do not feel boring. To this end, the design of such teaching ideas: reading questions, talking about the Yangtze River related information, the first reading of the article overall perception of the external structure of poetry, exchange the feelings after the first reading, intensive reading to seize the "infinite source" "mother's Studying the textbooks, breaking through the key points and difficulties, and finally supplementing other poems in order to sublimate the understanding of the text.
I feel good about my own teaching design, and I also try my best to teach according to the designed ideas. The overall teaching should be smooth. Students have a strong interest in the materials that teachers add, reflecting their desire to learn. I always feel that students are not willing to actively participate in the classroom. Many times, they are always silent to answer questions from teachers, especially some female students. I don't know if they know about the Yangtze River well, or if students are strangers to teachers, they feel that the distance between the text and the students is quite far. Some students understand the problem quite shallowly. The emergence of such a problem should not be able to blame these students with students, or should be more in-depth understanding of the students' actual situation, teaching design can be closer to the students' reality, and better guide students to participate in classroom learning.
For the problems that arise in the first lesson, it must be improved in the future teaching, so that students have more gains and progress in learning.