Reflections on the Three Teachings of Du Fu's Poems

Part 1: Reflections on the Three Teachings of Du Fu's Poems

Under the guidance of the “three-ring and six-step” teaching concept advocated by the school, the starting stage of our group generally starts from the ancient poetry and literary unit, in order to read more time and more time for students to read earlier. Since last year, I have formed my own teaching links with the new curriculum reform in ancient poetry. The pre-school students prepare for the class, read at least three times, and pass the word to search for information about the author. After class, after I introduced the new class, I asked the students to introduce the author first. Since the elementary school passed Du Shi, the student immediately introduced the author. Then I asked a student to read the whole poem "Wang Yue" again. Before reading aloud, I put forward specific requirements for reading aloud: the pronunciation is accurate and the rhythm is correct. After the students finished reading, I went through a general review and went into my own reading. As a result, the first sentence was ugly, and I read the second voice of Zhai Zongfu. Fortunately, my attitude was modest, immediately. Read the dictionary with the students and admit your mistakes. In the second part, I asked the students to read the poems themselves, and combined the following small-character notes to clear the whole poem. Do not understand the words and phrases to mark it. First, cooperate with the group's classmates to discuss and solve the problem. Teachers and students work together to solve problems, and students speak more actively. The third part is to read poetry. I ask the students to try to figure out how to use the words "I read this sentence" or "I like this sentence most" to talk about your feelings and reasons. After a few minutes, I asked the students to speak. As a result, there were very few students raising their hands. I immediately realized that the students did not participate enough and must find reasons. It turns out that students don't know how to answer and how to say it. I immediately took a sentence or two as an example to help the students demonstrate it again. First, I read "How is Qi Zongfu? Qi Luqing is not." Then I can see the beauty of the mountains from "Qing" and see Taishan from "No". Broad and boundless. After the students spoke, they read the products first, and the classroom atmosphere was more active. Finally, I asked the students to guide the students from the perspective of the topic to understand the whole poem from different perspectives, and to think about the poetry expressing the author's feelings? Thanks to his true feelings, the students can better express the majestic and beautiful scenery of Taishan, revealing the ideal ambition of the poet. Finally, after the whole class was read, the teaching of "Wang Yue" was finished.
After a class, I am very glad that students can read Chinese products, can better play the role of group cooperation, speak more positively, students can have more opportunities to talk about themselves, students are more welcome to this class. However, I still feel that there are many deficiencies. First of all, I did not carefully check the dictionary and read it for granted. The result was a little joke. When Lenovo last taught "Peach Blossom Spring", he also read the two words of Pinyin. I feel deeply. Hey, next time you should never read the text again. Listen to the expert reading before class. If you have questions, read the dictionary or dictionary immediately, don't deceive yourself, and be responsible to the students. Secondly, the design and guidance of the problem needs to be carefully tempered. The difficulty and depth of the problem should be student-oriented, not a reference book. This is the so-called teaching and learning, continuous learning, teachers and students to make progress together.

Chapter 2: Reflections on the Three Teachings of Du Fu's Poems

Poetry always has a soul. If a teacher can quickly grasp the soul of poetry, he can often refine the soul of the class.
The word "Wang" in "Wang Yue" is the key to learning this poem. The first one writes Yuan Taishan, the second one writes the scenery of Taishan Mountain, the third one writes the thousands of changes in Taishan, the fourth joint author Lenovo’s own ambitious ambitions. It expresses the magical beauty of Mount Tai and expresses the broad mind of the young Du Fu.
The word "sorrow" in "Spring Hope" is the key to learning the poem. The first and second thoughts describe the tragic scene of the defeat of the country through their own feelings. The third and fourth joints express their thoughts of missing their loved ones through their own expectations. The whole article runs through the thoughts and feelings of the worrying country.
The dialogue between the old man and the difference in "Ishigaki" is the key to learning. It is not difficult for us to find out that the old words are all said under the pressure of the situation, and the students can be conceived: When the rate comes in, ask: Is there a man in your family? The old man replied: "Three men 邺 戍 戍 ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” ” . In short, the anger of the grief runs through the whole process of the old man. It is a main line to understand the whole poem. As long as it is grasped, it is not difficult to understand the author's sympathy and concern for the working people.
Through the teaching of the three poems of Du Fu's poetry, he received a good learning effect and can be extended to the teaching of other ancient poetry and literature to improve the efficiency of ancient poetry teaching.

Part Three: Reflections on the Three Teachings of Du Fu's Poems

After teaching the article "Three Poems of Du Fu", I feel that I am worthy of summing up in many aspects after class.
Overall, the class was better and more satisfactory. First of all, I have prepared myself more fully, carefully reviewing the teaching materials, carefully designing each link, thinking about every problem of design, and even every sentence to be said. With such preparations, the teachings are very comfortable and handy.
Secondly, the place that makes me more satisfied is reading. In teaching, I designed a variety of readings, such as teacher reading, to make students infected. Students learn from their own feelings, read aloud to find gaps, and through various readings, let students realize how to read out the emotions that the author wants to express.
Third, the understanding and analysis of verses, poetry is a highly refined language, is the embodiment of the author's emotions. In the analysis of the word analysis, the author's language is refined. For example, in the poem "Spring Look", "breaking, deep, splashing, shocking, connecting, resisting, smashing, winning, and wording are the correct expression of the author's emotions." In the process of analysis, I will understand the accuracy characteristics of the author's words, such as changing the "splash" in "sense of tears" to "flow" and "falling", and changing "lian" in "Fenghuo in March" "Positive" or "complete" is not the same as the original words. The original words can better express the emotions of the author's pain. The time to change the "change" to "positive" or "complete" war has become shorter, and people think that war only For three months, the word "lian" can reflect the constantness of March but not just three months, showing the accuracy of the author's words. From the middle to the students infiltrated the attitude of the ancients to write poetry, such as explaining the "pushing" story reflects the ancient people's spirit of scrutiny.
Fourth, this lesson is better for students' enthusiasm. In the teaching, attention was paid to the use of motivational language, and the classroom atmosphere was relatively relaxed, which created conditions for students' performance.

Part 4: Reflections on the Three Teachings of Du Fu's Poems

This year, the city carried out the “intra-class teaching” activity. As a language teacher, I was fortunate enough to participate in the intense and intense “teaching contest”. The game is based on the same subject teaching method. The article is two of the "Three Poems of Du Fu", and I chose "Spring Hope" and "Shi Hao". "Spring Look" was written in the early days of the Anshi Rebellion. Du Fu’s remnant and prosperous capital in Chang’an’s spring light couldn’t help but feel hurt, so he made this work and expressed his poet’s sadness when he was sad. Your own feelings. "Shi Hao Yu" is a poet who witnessed the horrors of the soldiers, and the horrors of the squad and strong military service, expressing deep sympathy for the suffering of the people in the Anshi rebellion. Both poems reflect the feelings of the authors in the Anshi Rebellion, embodying the characteristics of Du Fu's poem "history of poetry" and the poet's "poetry" feelings of worrying about the country and the people.
Looking back at the teaching of this lesson, I think there are the following gains and losses:
First, the teaching design reflects the novelty
I contacted two poetry writing backgrounds and the characteristics of the same emotions. I merged two poems, centered on "history of poetry" and "poetry of poetry", and used two questions to draw and simultaneously study two poems. The first question is "What historical reality has you read from the two poems according to the characteristics of Du Fu's poetic history?", let the students understand the unfortunate and tragic reality of the whole society and the poet in the history of "An Shizhi" The situation, thus understanding the content of poetry, and students have formed a vivid impression, laying a solid foundation for the experience of the author's emotions. The second question is "combining the poems of two poems, analyzing the language from the perspectives of words and rhetoric, and understanding the poet's feelings of sorrow and worry for the people and the people." The two poems merged with the giant view teaching. Unique, breaking the old method of poetry and poetry, fully mobilized the interest of students in learning poetry. The students have learned the content, realized the emotions, and tasted the language.
Second, the teaching method highlights the subjectivity of students
The new curriculum standard points out that students are the masters of language learning. Reading is a personalized behavior of students. It should not replace the students' reading practice with the analysis of teachers. Therefore, I combine the difficulty of teaching in this lesson and adopt the learning method of group cooperation inquiry. Organize the study of this lesson in three language activities. The first language activity is a form for the group to collaborate on the “Historical Realities You Read in Two Poems”. The second language activity is to fill out the form of "combining poems, from the perspective of words, rhetoric, etc." to appreciate the poet's "sage" poetry. The third language activity is writing training, and the group cooperation “writes the evaluation of Du Fu”. In these three language activities, I have fully utilized the initiative and autonomy of students' learning, so that students can feel the content, feel the emotions, cultivate the language appreciation ability and improve the writing level in the language practice.
Third, the difficulty of teaching focuses on the leadership of teachers
The second language activity of this lesson is to combine poetry to understand the poet's saint's feelings. This is a key point of this lesson and a difficult point for students to learn.
During class, I used examples to guide students in analyzing language, reading verses, and understanding emotions. For example, the phrase "the country is broken in the mountains and rivers, the city is spring and grass deep", the teacher asked: What is the meaning of a "broken" word for the country? What does “deep” reflect? Health Answer: "Broken" wrote that after the war, Chang'an City was full of broken walls and broken, "deep" wrote the spring of Chang'an City full of wild grass, a desolate scene. Teacher asked: After seeing the war, Chang'an City is full of broken walls, ridiculous, and a desolate scene. What is the author's mood? Health: heavy, sad. Teacher: Yes, the Chang'an City in the spring is a red and green, a prosperous scene, but now it is beyond recognition. There are weeds everywhere, people are fleeing everywhere, displaced, full of desolate, seeing this tragic scene, how can it not be sad? ? Classmates, can we read this mood? The students read low and slow, and read the emotions. This link, led by the teacher, guides students to taste the emotions contained in poetry and plays a good demonstration role. When students collaborate and learn, many groups have adopted the method of teaching. They first taste the language from the perspective of words and rhetoric, and then experience the emotions. Then the whole group cooperates to read and express emotions, thus highlighting the key points of this lesson and breaking through the difficulties.
Some people say that 40 minutes of teaching is a regrettable art, and the teaching of this class has left many regrets.
1. A narrative poem like "Shi Hao" did not allow students to repeat the plot and lost an opportunity to understand the whole poem.
2, the end of the class hastily ended, did not arrange the extracurricular reading of Du Fu and his poetry homework, extending the classroom teaching to the extracurricular, extending to the student life, thus losing a good opportunity to cultivate students' language interest and promote their improvement of language literacy.
In short, in the future teaching, I will continue to explore and improve teaching techniques, optimize the teaching process, improve the quality of education, and realize the life value of a teacher in the main position of the classroom teaching!

Part V: Reflections on the Three Teachings of Du Fu's Poems

In the group class, I went to the article "Three Poems of Du Fu", and I felt that I was worth summarizing in many aspects after class.
Overall, the class was better and more satisfactory. First of all, I have prepared myself more fully, carefully reviewing the teaching materials, carefully designing each link, thinking about every problem of design, and even every sentence to be said. With such preparations, the teachings are very comfortable and handy.
Secondly, the place that makes me more satisfied is reading. In teaching, I designed a variety of readings, such as teacher reading, to make students infected. Students learn from their own feelings, read aloud to find gaps, and through various readings, let students realize how to read out the emotions that the author wants to express.
Third, the understanding and analysis of verses, poetry is a highly refined language, is the embodiment of the author's emotions. In the analysis of the word analysis, the author's language is refined. For example, in the poem "Spring Look", "breaking, deep, splashing, shocking, connecting, resisting, smashing, winning, and wording are the correct expression of the author's emotions." In the process of analysis, I will understand the accuracy characteristics of the author's words, such as changing the "splash" in "sense of tears" to "flow" and "falling", and changing "lian" in "Fenghuo in March" "Positive" or "complete" is not the same as the original words. The original words can better express the emotions of the author's pain. The time to change the "change" to "positive" or "complete" war has become shorter, and people think that war only For three months, the word "lian" can reflect the constantness of March but not just three months, showing the accuracy of the author's words. From the middle to the students infiltrated the attitude of the ancients to write poetry, such as explaining the "pushing" story reflects the ancient people's spirit of scrutiny.
Fourth, this lesson is better for students' enthusiasm. In the teaching, attention was paid to the use of motivational language, and the classroom atmosphere was relatively relaxed, which created conditions for students' performance.