Magnificent mountains and rivers, rich products, diverse nationalities, glorious history and great nation.
This article expresses the author's love for the motherland.
The layout features of Jiangsu Education Edition (National Standard Edition) primary school senior reading textbooks are: "theme unit, enlarged space, highlighted key points and attached importance to cohesion." I would like to introduce these four characteristics respectively:
First, the use of thematic units to combine teaching materials
The so-called theme unit is to organize 3-4 texts into a unit around a certain theme, and the "exercises" and "exercises" of this unit are also coordinated as much as possible to highlight the theme. For example, the seven units in the first volume of the sixth grade are: cherishing the motherland, the true feelings of the world, striving for survival, folk customs, focusing on scenery, being a celebrity, and being good at reading. The second unit takes the true feelings of the world as the theme, and through three texts, praises the beauty of human feelings and humanity from multiple angles and in a three-dimensional way. A humble apology is a story of "reconciliation": Lin Xiangru endured humiliation for his country, and Lian Po visited his house to apologize for being a friend of his country. "Captain" depicts the noble image of the captain who, at the critical moment of the passenger ship crash, treats death as death, puts life and death at risk for the passengers and "lives and dies with his post" as his duty! "Chain of Love" is about laid-off Joey, who helps the old lady repair the car on the way and refuses to pay. The old lady drove to a roadside restaurant to eat and secretly sponsored the story of pregnant women. The three texts eulogize the great spirit of patriotism, love for the post and love for the society respectively, and show the lofty spiritual realm of the protagonists in the text who dedicate their true feelings to the motherland and others and spread their true feelings to the world. In the exercise training of this unit, arrange students to "go home and do one thing and think about how their parents love you at ordinary times", then show their love and record the whole process; The unit exercise "Reading and Feeling" requires students to understand Wang Guozhen's poem "I don't expect anything in return". This is a good combination of Chinese practical activities such as reading and exercise, which activates all kinds of training and enhances the training effect. The seven units in the second volume of the sixth grade are also organized around the theme of "magnificent mountains and rivers, just victory, essence of poetry and prose, exploration and discovery, feeling of life, lyrical praise of things, unforgettable teacher's kindness"
In order to integrate teaching material resources and cultivate students' comprehensive ability of reading and exploring, these two volumes of texts also highlight a theme. For example, more than 60% of the 24 texts in the second volume of the sixth grade expressed the theme of "paying attention to nature, studying nature, connecting things with people and integrating man with nature": "Song of the Yangtze River" reveals the characteristics of the Yangtze River's combination of rigidity and softness, and highlights the great spirit of the Chinese nation; The Mystery in the Valley introduces the tough characteristics of cedar, and reveals that human survival and development should be flexible and flexible. Through the interesting "biological chain phenomenon", mantis catching cicada shows that people should look at the problem comprehensively; The Biggest Ear of Wheat connects the vastness of the wheat field and the complexity of the ear of wheat with the complicated and changeable phenomenon of life, and reveals the relationship between ideal and realization. The four virtues of water in Confucius' Spring Tour, the faithful praise of lime in Yu Qian's On Lime and the indifferent praise of Mo Mei in Wang Mian's Mo Mei all make people realize the standard of being a man. These texts tell students from different angles that nature and society, and people and everything are not only naturally related, but also interdependent, "harmonious but different". This arrangement has greatly improved the educational resources of the text and added "flavor" and "color" to reading this set of big meals. "Huangdi Neijing" says: "Wise people look at the same, fools seek differences; There are more wise people than fools. " Teachers should be good at guiding, let students learn to contact and discover in reading, and let Chinese learning truly become intelligent learning.
Second, expand the space of Chinese learning.
The compilation of Chinese textbooks for primary schools in Jiangsu Education Edition (GB Edition) pays special attention to expanding the space for students to learn Chinese. The sixth grade textbook embodies this feature in the following aspects:
First, arrange a reading guide article-"Develop Good Newspaper Reading Habits" and "Read Selectively" to give students reading methods, improve students' autonomous reading ability, promote students to learn to read as soon as possible, and improve extracurricular reading efficiency.
Secondly, I arranged the column "I read, I am happy" to recommend famous books to students. The sixth is Robinson Crusoe, and the sixth is The Journey to the West.
Third, unit exercises adopt the idea of activating training, pay attention to the combination of in-class and out-of-class Chinese learning, and open up "Chinese and life" and "reading and accumulation (perception and appreciation)". "Chinese and Life" and "Reading and Accumulation (Understanding and Appreciation)" have further broadened reading and expanded the space for Chinese learning.
The fourth is to arrange a "comprehensive learning series-'learning to do'". Each volume is arranged with a "learning to do", which is a small topic of experimental exploration and a Chinese practice activity integrating language ability training such as reading and writing. On the sixth day, I arranged "reading newspaper clippings" and on the sixth day, I arranged "My Growth Book".
Thirdly, it highlights the cultivation of key study habits.
At the beginning of each textbook, "cultivate good study habits" is arranged. Although these study habits are arranged at the top of the textbook, they are the key training items that run through Chinese learning in this book. So these items are repeatedly reflected in this textbook. For example, the first volume of the sixth grade has two key points: "Ask if you don't understand" and "Be diligent in collecting information". The following text "Ask questions after learning" echoes "Ask questions if you don't understand", and the training of "diligently collecting information" is highlighted repeatedly in reading, exercises and unit exercises. The second volume of the sixth grade, "Read thousands of books, Take the Wan Li Road" and "Apply what you have learned", are not only reflected in the key training columns such as "Be selective in reading", "I am happy when reading" and "Learn from time to time", but also in the exercises, exercises and unit exercises after reading.
Fourth, pay attention to the connection with junior high school learning.
In the third period, especially in the two textbooks for grade six, attention should be paid to the structural form and the difficulty of selecting texts in junior high school Chinese textbooks. For example, the proportion of famous writers and articles has increased significantly; The arrangement structure of theme units is in the same strain as the textbook arrangement and teaching concept of junior high school theme units; Literary common sense (writer's cards, sketches of famous works), extracurricular reading and comprehensive Chinese practice activities are all conducive to the connection between primary school reading teaching and junior high school reading learning, and to the transition from primary school reading teaching to junior high school reading learning.
According to the concept of textbook compilation and the requirements of the Chinese Curriculum Standard (hereinafter referred to as the Standard) for the third reading teaching, I put forward the following suggestions for the reading teaching of grade six:
First, clear the goal requirements and strengthen the goal consciousness.
As teaching, setting goals should be the first. Therefore, in order to improve the efficiency of reading classroom teaching, we must carefully study the standard and make clear its requirements for reading teaching, especially the target requirements of reading teaching in the third stage. The Standard puts forward ten requirements for the third reading teaching. Through study and research, we believe that the following four items can best highlight the characteristics of senior reading classroom teaching.
1, improve the speed of silent reading and learn to browse.
In connection with the requirement of "learning to read silently initially" in the second period, I think the requirement of silent reading in the third period is not limited to the requirement of speed, but also has these connotations: First, the quantitative requirement of silent reading speed is a guarantee requirement. In other words, the basic silent reading speed of sixth-grade primary school students should be (general reading) "not less than 300 words per minute", otherwise it is debt and unqualified. Secondly, on the basis of improving speed, we should learn to browse and "collect information on demand". Continuously improve students' ability to collect and process information and enrich knowledge accumulation. Thirdly, improving the speed of silent reading also implies the requirements of improving the ability of silent reading, such as understanding, distinguishing, summarizing, exploring, experiencing and evaluating.
When it comes to silent reading, we can't help but involve the realm of reading class. At present, it is good and necessary for teachers to pursue the realm of "reading aloud" and "gushing" in reading class. But if the reading class is full of books and discussions, I am afraid it is doubtful, especially in the senior reading class. First of all, the classroom teaching structure should be relaxed and dynamic and static. If students are in a state of high "excitement" for 40 minutes, it is not only not conducive to in-depth thinking, but also produces more disadvantages. Secondly, the quality of reading aloud often depends on the depth of understanding and comprehension. Let children read silently with high-quality and large-capacity questions, and the intensity, depth and breadth of thinking will be enhanced. If students calm down and read silently in this state, they will get more results than reading aloud. Thirdly, the formation of students' autonomous reading ability, especially comprehensive reading ability, is by no means a simple reading training. Instead, it may rely more on silent reading training. Therefore, I think that the reading training in the third grade reading class should pay equal attention to both reading aloud and silent reading. In other words, the increase in the proportion of silent reading training is one of the obvious signs to distinguish reading classroom teaching between senior grades and junior and middle grades in primary schools.
2. Experience the emotional color and expression effect of words.
The emotional color of words is gradually acquired in the process of long-term use, and most of its praise and criticism colors are established. It's not too difficult for the sixth grade students to understand such words. However, more neutral words can sometimes be praised or criticized in the context, and even some positive or derogatory words express the opposite emotional color in a specific context. Understanding the meaning of keywords is the basic project of reading teaching, and discriminating and understanding the emotional color and expression effect of keywords is a higher requirement of reading teaching. Because this is a more comprehensive training that integrates text content with language learning. Only by raising the vocabulary training in senior high school reading teaching to this level can students deeply understand the unique charm of Chinese learning and have a stronger interest in reading. For example, the second volume of the sixth grade, The Lugouqiao Bonfire, is a narrative that can be understood at first reading. If teachers lead students to indulge in stories, it will not only seriously inhibit the cultivation of students' reading ability such as inquiry and appreciation, but also greatly dampen students' interest in reading. If students are guided to draw words describing the performance of soldiers on both sides; Then analyze and compare their emotional colors to understand the thoughts and feelings expressed by the author (see the table below); Then, through expressive reading, tell the text vividly, let students accept the influence of emotion, understand the writing method of the text and internalize the language of the text. Classify our enemy forces
The language description heckled loudly, and sternly refused the aggressive "search"
Sneak up ... secretly ... touch.
The battle scene is the same as the enemy. Fight back and become angry from embarrassment. "Whoa, whoa, whoa" roared.
Failure shows that there is a big gap between men and women. For the time being, people retreated, people went belly-up, crying, and dad called mom to flee in panic.
Articles are not heartless things. This is the case with narratives, and so it is with explanatory articles. For example, the first paragraph of Elk, the first volume of the sixth grade, said: "It's twilight ... The alert elk quickly jumped into the grass ..." The vivid language showed a beautiful and mysterious picture in front of readers, which played a leading role. In the last paragraph of the text, the elk is compared to the return from wandering overseas, "thriving on the land of the motherland." Patriotism is beyond words.
3, try to figure out the order of expression, experience thoughts and feelings, and understand the expression method.
This requirement of the standard contains the following three meanings: first, grasp the layout and structural order of the article; The second is to understand the writing method of the article and express the effect; The third is to understand the thoughts and feelings of the article. These three are complementary to each other, and only by training them as an overall goal can we achieve the best results. Reading teaching, if you don't lead students to try to figure out the expression order and understand the expression method, it will be difficult to understand the deep thoughts and feelings of the article; Exploring and understanding the deep connotation of the article will enhance students' language perception and deepen their understanding of the writing methods of the article. This requirement clearly stipulates that high school reading teaching should not only guide students to understand how the text is written, but also guide students to understand how the text is written. In particular, it is necessary to point out that the standard requires "trying to figure out the expression order" and "understanding the expression method" in order to improve students' self-study ability and guide students to understand the connotation and feelings of the article. It is essentially different from the traditional method of teaching writing from the perspective of knowledge points.
So, how to train these three as a whole goal? In my opinion, the most fundamental thing is to strengthen the awareness of the text and pay attention to the overall connection. That is to guide students to grasp the whole and part, part and part, content and writing, representation and connotation of the text in reading teaching. For example, the first volume of the sixth grade, A Willow in Qinghai Plateau, explains in the first section that it is an "ordinary" willow, and in the second section that it is a "magical" willow, which not only causes psychological conflicts among students, but also expresses the author's "fear" of this willow. The third and fourth quarters, however, describe the desolation of Qinghai Plateau with great color. It was not until the fifth section that the "majestic" and "powerful" willows were specifically described. The sixth and seventh sections recalled the hard growth process of this willow tree in Qinghai Plateau through "conjecture and imagination", which not only took care of the third and fourth sections, but also gave readers a strong shock. The eighth section further highlights the "magic" of this willow by introducing the hometown willow with superior growth environment, which is famous from ancient times to the present. The last section ended with a discussion, which highly praised the tenacious "perseverance and tenacity" of this willow tree, and its technique was obvious. The text adopts rhetorical devices such as preface, narrative, description, discussion, lyricism, association, comparison and questioning, which not only vividly shows this ordinary and magical willow tree to readers, but also profoundly reveals its tenacity and greatness. In order to better explore these resources in the textbook, teachers are advised to guide students to find out the part that describes this willow tree through reading-ordinary, magical, majestic and powerful. Then read and think about the relationship between other contents and this willow-the difficulty of rendering the environment highlights the difficulty of this willow growth; The contrast is strong, which shows that the growth environment of this willow tree is very different from that of its hometown willow tree. Finally, read the full text and think about the function of this writing-highlighting the "magic" of this willow; Expressed the author's praise for vitality; Reveal the center, borrow things to respect people.
4. Learn to read narrative works, poems and explanatory articles.
This requires guiding students to learn to read articles in different styles, rather than traditional style teaching. It should be noted that the three types of texts that the standard requires students to learn to read are broad definitions of style. The so-called narrative works are not typical narrative texts in the traditional definition; The so-called expository text is not a typical expository text in the selection of traditional textbooks. Therefore, I think our teaching research in this field is not based on how to impart stylistic knowledge, but on designing and applying different stylistic teaching objectives and methods. The foothold of teaching is how to infiltrate the teaching of stylistic knowledge into reading and writing training, so as to promote the improvement of students' reading and writing ability.
Reflecting on our reading classroom teaching, there are still "three sameness" problems to varying degrees. First, the objectives and methods of reading teaching in the three periods are the same-no matter which period, it is to guide students to understand how the article is written, not how the article is written; They all organize students to read aloud, evaluate and discuss, with little or no silent reading and inquiry training. Second, the teaching objectives and methods of 1 and 2 are the same-especially in the open class, the teacher in class can't "guess" which class the teacher is in. Third, the teaching objectives and methods of different styles are the same-even poems and expository texts are no different. These problems are the key factors that restrict the efficiency of reading classroom teaching. Only by working hard to solve the "three similarities" can we make a breakthrough in the teaching reform of senior reading class.
Based on the above understanding, we regard the four requirements of the standard as the focus of senior high school reading classroom teaching, aiming at highlighting the characteristics of senior high school reading classroom teaching. That is to say, only by highlighting these four key points in high school reading classroom teaching can we highlight the difference between high school reading classroom teaching and middle and low reading classroom teaching and ensure the improvement of high school reading classroom teaching efficiency.
Second, give full play to the synergy of thematic units and strengthen the integration efficiency.
To implement the idea of compiling thematic units in teaching materials, we should first start with "preparing lessons by units".
Because the teaching content of a unit is designed around the same theme, it requires us to have an overall concept when preparing lessons, to seriously study the combination of unit themes, the internal relationship between the parts of the textbook and how to play the synergistic role of the teaching content of each part. Take the unit module as a complete whole, carry out overall planning and design, and carefully choose the entrance of unit integration on the premise of determining the overall teaching goal of the unit. Design a series of teaching activities to cultivate students' abilities of listening, speaking, reading, writing, collecting information, cooperative learning and self-evaluation, and at the same time enlighten students' wisdom, enhance understanding, enrich their spirit and cultivate their temperament. For example, the theme of Unit 6 in Chapter 6 is "Ode to Things and Express Lyrics". Although the characters are all characters, they all deeply praise the inner beauty and quality beauty of the description object-the elegance and purity of Magnolia grandiflora are memorable; Harmony and tenacity of oleander; The jingle of lime; Mo Mei is indifferent to fame and fortune. This writing method can be used as the theme of training, combining the four poems in this unit to guide students to read and understand the writing method, and combining with the study of Exercise 6 "Chinese and Life", leading students to observe life, collect information and practice writing.
Secondly, we should pay attention to the following two questions when carrying out the teaching experiment of theme units:
First, the concept of arrangement of thematic units does not exclude the teaching of reading the text item by item. Only when teaching one by one, we should pay attention to the overall connection of the units and give play to the "overall effect"
Second, don't throw away the words, let them fly indefinitely. Many unit theme teaching examples pay more attention to extracurricular expansion, ignoring the text, and the teaching focus has become to collect and display extracurricular materials. I think this is a misunderstanding of unit theme teaching. The implementation of unit theme teaching is not to dilute the teaching materials, but to better optimize the teaching materials; Instead of acquiring more learning information at the expense of weakening text resources, it is better to use appropriate "external" information to deepen text research and enhance the value orientation of texts.
Second, guide students to learn to read different styles of texts and strengthen their stylistic awareness.
In order to link up with junior high school, sixth grade reading teaching should pay special attention to cultivating students' independent reading ability, guiding students to learn to read texts of different styles, and realizing a smooth transition to junior high school reading learning. How to do a good job in different styles of teaching? By studying the requirements of the standard, I want to talk about my own views:
1, personalized requirements of narrative teaching
Narrative is the most common and widely used style, which contains all articles with narrative significance, such as novels, essays, plays, newsletters, fairy tales, fables and historical stories. The narratives selected in textbooks are mostly literary and aesthetic narratives selected by editors. According to the characteristics of narrative, it is suggested to highlight the following personality requirements in reading teaching:
(1) Feel the image of people or things concretely. Narrative not only has concrete and touching stories, but also "shapes" vivid characters. Its most prominent feature is that it is touching with "image" and touching with "emotion". Therefore, students' reading and learning must make the image of the text full and vivid, so as to enter the state emotionally, produce a strong * * * sound and form an unforgettable feeling. The image of the text is full and vivid, mainly through the reduction and creation of text events, the reduction and enrichment of characters, and the perception and experience of text events and the background of characters' activities. As a sixth-grade student who is about to enter junior high school, in the process of understanding the image and feelings with the help of written language, we should also enter the image through the image of the text, understand the "implication", see the "essence" through the "phenomenon" and deeply understand the connotation of the text. The second volume of the sixth grade, The Mantis Catching Cicada, is an allegorical story: The King of Wu stubbornly tried to attack Chu despite the opposition of ministers, and his young guards persuaded the King of Wu with the story of "The Mantis Catching Cicada". How to profoundly reveal the connotation of the text through this simple story? Please look at the following teaching clip:
Teacher: The boy said, "I didn't shoot birds, but I saw an interesting thing." Can you understand the meaning of "interesting"?
Health: The story itself is very interesting: cicada → mantis → yellowbird → juvenile cleverly connected.
Teacher: Yes. This story is very interesting. Why don't teenagers say it's interesting?
The students quickly understood the meaning of "fun" through reading: the purpose of telling this story to the king of Wu is to persuade the king of Wu skillfully and imply that you attack Chu, just like cicadas, mantis and yellowbird, and only want to get immediate benefits without considering the hidden disasters behind.
Teacher: Please read section 9. 1 1 and have a look. What are the linguistic similarities between these two paragraphs?
Student: Integrate into the text again. A minute later, I scrambled to say: language is interesting; Sentences that are all "-but-"; The word "lack" is used four times.
Teacher: What have you learned from the repeated use of the word "que"? Pay attention to reading before and after.
Students quickly "comprehend" the answer through reading: emphasizing the horror of only paying attention to immediate interests and ignoring other consequences; The fourth word "que" symbolizes the terrible consequences of attacking Chu. Strengthen the tone and let the prince wake up as soon as possible. ...
Teacher: The students have a deep understanding. Read the full text again, and think about what's brilliant about the time and place when teenagers choose to persuade the king of Wu?
After reading and thinking, the students expressed the following opinions: this story is true only in the park; In the morning, the boy's clothes are wet with dew, which can attract the attention of the king of Wu; The prince of Wu is walking in the park. He is in a good mood and easy to accept opinions. ...
(2) Let students know about narrative expression, and initially perceive the knowledge of narrative style. Narrative is mainly manifested in narrative, descriptive, lyrical and argumentative. Here, let students know the expression of narrative, mainly to guide students to understand the different expression effects produced by different expressions through reading, rather than teaching them abstract knowledge in isolation. For example, the first volume of the sixth grade, Hawking in a Wheelchair, is divided into three parts. The first part introduces Hawking's unfortunate fate and great achievements: the description of Hawking's appearance in the third section of the text is pitiful, and the introduction of Hawking's scientific achievements in the fourth section is shocking, contrasting and admirable. The second part introduces Hawking's work and life: the bulletin board at the entrance of the office, the interior layout and his communication with graduate students, revealing Hawking's ordinary life and great personality. The third part introduces the scene of a female reporter interviewing Hawking after an academic report: the description of the scene is exciting, and Hawking's expression and language description are exciting! In teaching, if teachers can pay attention to guiding students to read and understand the different effects of different expressions of the text, they will not only be infected and moved by the legendary life and personality strength of this "master of science", but also learn from Hawking's spiritual strength and China's nutrition.
(3) Grasp the clues that run through the whole paper and choose the entrance of teaching. The clue of narrative is the main thread running through the whole text and an important factor in the layout of the article. Most of the narratives in the senior grades of primary schools are complex in structure, and they all have one or even more clues-the development process of the story; Extension of time; Changes in characters' feelings; An object, an expression, an action, a sentence, etc. Cleaning up the clues of the article is closely related to trying to figure out the expression order of the article. In the teaching process, teachers should guide students to capture the key words, sentences and paragraphs in the text, such as transition, quotation and summary, and clarify the context of the text. For example, in Hawking in a Wheelchair, the statement or discussion in the first section of each part is the bright line of the text, while the description of Hawking San Xiao is the dark line to reveal the spirit of the characters. When the clues are sorted out, the structural relationship of the article, the ins and outs of the event, and the changes of the characters' thoughts and feelings will be clear, which is the basic project to understand the article.
Because the narrative text structure of senior primary school students is complicated, teachers should guide students to grasp the order and clues of text expression, choose the breakthrough point, guide students to the key point or center, and deeply understand and explore the text. So, how to choose the entrance of reading inquiry? In addition to "Catching Cicada with Mantis" and "Lugouqiao Beacon", we can taste the language, understand and scrutinize the connotation of words from the following aspects:
The first is to track events. For example, The Woods of Life, the first volume of the sixth grade, tells the story that Xuanzang wanted to leave Famen Temple to develop in a small temple in order to "get ahead", and then stayed in Famen Temple for practice under the guidance of the abbot. The plot is tortuous and profound. However, if we compare and explore the internal reasons of "going" and "staying", students will understand their connotation well.
The second is to grasp the center. For example, the first sentence of section 8 of Hawking in a Wheelchair: "Hawking's charm lies not only in his legendary physical genius, but also in his convincing life force." It not only profoundly reveals Hawking's personality charm, but also highly summarizes the content of the text. If teachers guide students to grasp this central sentence, it will radiate to the whole article: through the first part, we can appreciate Hawking's "physical genius", and through the second and third parts, we can appreciate Hawking's "strong life" charm.
The third is to deduct the subject. For example, in the second volume of the sixth grade, The Ideal Kite, the author fondly recalled the classroom and activities of an old teacher who lost his left leg when he was a child, and enthusiastically praised Mr. Liu's noble morality and optimistic spirit. In teaching, teachers can start with the topic, and now guide students to read the content of "Flying a Kite" by Mr. Liu, and then think about the relationship between other parts of the text and the topic in connection with the text, so that students may explore the connotation of the text step by step: Mr. Liu is not only flying his paste kite, but also the "kite of knowledge" contained in the text content-he stands for several hours every day and gives us lectures; "emotional kite"-his performance made us sour, excited, sweet and happy ... "artistic kite"-he sent that exquisite handicraft to heaven; "Kite of Life"-His life is strong, and his spirit is rich and optimistic.
The choice of reading teaching entrance is not only these, but also depends on the teaching materials and learning conditions. As can be seen from the above lesson examples, the choice of a good teaching entrance opens a breakthrough for students' reading, which may make students' reading move from "the road without doubt" to a beautiful realm of "a bright future".
3. Personality requirements of poetry teaching.
Poetry is the art of expressing the soul. Among all literary genres, it is the most aura and emotional expression. The beauty of poetry stems not only from the content it expresses, but also from the form it presents. According to the characteristics of poetry, teachers are advised to do a good job in poetry teaching from the following aspects:
(1) Create situations, expand association and imagination, and stimulate students' emotion and inspiration. The concise language, simple content and far-reaching artistic conception of poetry show that there are many blank spaces in poetry and there is a large room for imagination. Therefore, teachers should provide students with rich imagination space, create specific situations for students' emotional and life experiences to participate in reading poems, and guide students to enter the text, integrate into the text, talk with the text attentively, read their own creation and read their own personality in teaching. For example, The Imperial Army Recovered the Banks of the Yellow River (Part VI) is a well-known masterpiece written by Du Fu. He has been wandering for a long time and suddenly heard the good news of the end of the rebellion. The whole poem highlights the word "crazy" and expresses his eagerness to get back to his hometown. In teaching, if teachers put the word "crazy" on it and guide students to read and imagine, they will truly present the "crazy" state of "watching", "rolling", "singing" and "drinking", and also present the "crazy" thinking scene of "youth" and "returning home at high speed". In particular, the wild dream of writing "returning home" at the end of the couplet flies. If teachers guide students to study the expressive effects of verbs such as "wear", "lower" and "Xiang", we can not only imagine the author's feeling of "never leaving", but also imagine the author's different states of walking and tossing and turning on his way home, thus stimulating students' spirituality.
(2) "Touching" is the key to poetry teaching. Lenin said: "Without emotional knowledge, we will lose the depth of understanding. Only when people's thoughts are infiltrated by strong emotions can they gain strength and attract positive attention, memory and thinking. " Poetry is written with emotion. If teachers want to impress students with poetry, they must first be moved by poetry. Whether it is the teacher's heartfelt and enthusiastic interpretation or a mere formality and feeble preaching, it will inevitably have a great influence on students' poetry reading. Therefore, in poetry teaching, teachers must devote themselves wholeheartedly, forget their feelings, and use their own vocal language and body language to lead students into the artistic conception of poetry, experience the emotion of poetry and make students "moved". In this way, the author, teachers and students are connected, and their hearts are connected, which creates a powerful emotional field for the whole classroom.
Su Jiaoban Primary School Chinese Sixth Grade Volume I Supplementary Exercise Lesson 23 Answer
1. Relaxation, immediacy and prosperity
2. 1. The unpredictable white clouds and pale dogs
Step 2 be colorful
3. Lawlessness, single-mindedness and injustice
3. Example 1: Copernicus became a great astronomer because he was curious and made unremitting exploration of scientific mysteries since he was a child.
Ex. 2: Shen Kuo was very good at combining diligent study and inquisitiveness with observation and thinking, and eventually became a great scientist.
What the author wants to say is: tell us that "asking" is very important in learning, and we should cultivate the habit of being diligent and inquisitive, so as to truly become the master of learning.
4. Anyway
Verb (short for verb) reading.
1. is the first sentence.
The temperature in the deep mountains is much lower than that in the mountains. Bai Juyi in Tang Dynasty hated that there was nowhere to go in spring, but he didn't know how to ask for help.
Bai Juyi, author of intransitive verb Peach Blossom in Dalin Temple
Copernicus-Founding "Heliocentrism"
Shen Kuo-Writing Meng Qian's Pen Talk
I wish you progress in your study!