Reflections on the Teaching of Chinese Poetry in Middle Schools

In daily life and work, we should have first-class classroom teaching ability, and reflection means thinking about the past and summing up experiences and lessons. How to write reflection? The following are my thoughts on Chinese poetry teaching in middle schools (9 selected articles) for your reference only. Let's have a look.

Reflections on the teaching of Chinese poetry in middle schools 1 Ancient poetry is really a "hard nut to crack" for junior high school students, with many texts and words, which are easy to be confused. However, the proportion of classical Chinese is relatively large in every exam. As a junior high school Chinese teacher, I have always been confused in the process of classical Chinese teaching: I only pay attention to indoctrination and ignore students' personal feelings; The practice of memorizing without understanding or taste is still widespread. In class, the teacher explains the translation word by word, and the students act as recorders. As a result, students are less and less interested in classical Chinese, and some even think that classical Chinese is boring to read. This phenomenon weakens the proper function of classical Chinese teaching-to let students appreciate the connotation of the excellent traditional culture of the motherland from the excellent works containing various and colorful beauty, draw nutrition and make the past serve the present. Because of this weakening, the teaching purpose is greatly deviated and the teaching effect is seriously weakened, which is extremely unfavorable for cultivating students' interest in learning Chinese and improving Chinese quality. Now I will talk about my own views on how to learn classical Chinese well:

First, stimulate interest in learning and enthusiasm for participation.

Knowing is not as good as being good, and being good is not as good as being happy. Interest in learning is the direct driving force to promote students' active learning. So how to stimulate students' interest in learning? Classical Chinese and modern Chinese are in the same strain. There are a lot of idioms and famous sentences in students' study life. Students' accumulated knowledge and experience and existing learning methods are the important foundation of classical Chinese learning. Once these empirical factors closely related to students' life and study are paid attention to and fully mobilized, the sense of distance between classical Chinese and students will be greatly reduced.

Second, implement the "fishing" strategy in teaching methods.

"Teaching is to not teach", so the teaching of classical Chinese should "teach people to fish" to benefit students for life. Therefore, in the teaching of classical Chinese, it is worth mentioning what the teacher says and how to say it.

First of all, teachers should not be greedy for perfection. Teachers should focus on three aspects: common words (including ancient and modern different meanings, polysemy, flexible use of meaning) and special sentence patterns (including judgment sentences, ellipsis sentences, inversion sentences, passive sentences, etc.). ) and the common sense of ancient literature, especially the understanding of words, should be combined with the specific context, not from beginning to end. We should also pay attention to three aspects to teach students in accordance with their aptitude.

Secondly, teachers should pay attention to methods. "Teaching" students to learn "fishing" in classical Chinese can directly state the rules, such as the flexible use of parts of speech in classical Chinese and other sentence features must be thoroughly taught; Through the specific context, compare the differences, including the differences of ancient and modern meanings and the changes of parts of speech, so that students can understand "how to say modern Chinese" and summarize and sort out their knowledge of classical Chinese, so that their knowledge of classical Chinese can be systematic and organized. This has produced understanding and association, and improved self-study ability.

Here we go again. Learn to extract. Do not use pen and ink, do not read books, and accumulate reading materials by extracting or making cards. It is particularly important to learn classical Chinese excerpts, which can guide students to prepare cards such as notional words, function words, interchangeable words, differences in meaning between ancient and modern times, and pragmatics of parts of speech, and extract famous sentences from some epigrams and poems. Read again and again on a rough basis. And gradually deepen understanding, this is the basic method of learning classical Chinese, but also an important way to improve students' reading ability of classical Chinese.

Third, promote enlightenment by reading and attach importance to language sense.

The focus of classical Chinese teaching in junior middle school should be reading aloud and reciting, accumulating words and dredging paragraphs. Reading aloud is one of the most effective means to learn classical Chinese. Zhu Ziqing said: "Reading aloud can not only be understood rationally, but also experienced affectionately. Unconsciously, content and law have become their own things. " Practice has proved that reading can make students understand the rich connotation of classical Chinese, appreciate its meaning and gain endless aesthetic feeling. Most of the classical Chinese in junior high schools are easy to understand, lively and interesting, and students are easy to understand and are willing to read. As long as teachers are good at guiding, they can help students gradually understand some language rules of classical Chinese and appreciate its unique language beauty, thus stimulating students' desire and enthusiasm for learning. Fully guide students to learn the text independently through various reading forms, from the initial reading to the final artistic conception reading, and guide students to interpret the text layer by layer, reflecting students' initiative in learning.

There are various reading methods: recording reading, music reading, group reading, individual reading, two-person reading, teacher-student reading, male-female reading, group reading, role reading, multi-person alternating reading, competition reading, relay reading, imitation reading, self-selected reading, shaking head reading and so on. So as to guide students to read vividly, tastefully, narcissistically and infected, and read out their feelings. Encouraging students to read repeatedly can not only stimulate students' interest, but also enable students to accumulate language materials in repeated reading, thus expanding their knowledge, improving their reading ability and oral ability, reading "The Taste of Classical Chinese", and stimulating their feelings, thus strengthening the effect. The process of reading aloud is a process from mouth to heart, and it is also a process of gradually understanding the works.

Fourth, with questions, try to explore.

As the saying goes, learning begins with thinking, and thinking begins with doubt. There is no doubt that the classroom is like a stagnant pool. In the teaching process, we should first carefully set up doubts, guide students to participate in the teaching process, stimulate their interest in learning, stimulate their positive thinking, and ignite the spark of students' wisdom. To this end, we should focus on the following points: first, we should set doubts on the key points of understanding the textbook, that is, those places that play a leading role in students' thinking and affect the whole body. For example, in the article, "What are the similarities between the tasks listed in the first paragraph" is used to set doubts, arouse doubts and arouse the waves of students' thinking. Second, we should raise questions where there is no doubt, that is, where students can't see and where they are easily overlooked. How about writing a panoramic view of Dongting Lake in the second paragraph of Yueyang Tower, changing "title" to "Lian" and "swallowing" to "solution"? Setting doubts and arousing doubts in such a place can not only make students have an epiphany in thinking, but also help to cultivate students' good thinking quality of finding problems. Of course, in classroom teaching, it is more important to arouse students' doubts with teachers' "doubts", guide students to read, think and ask questions themselves, and further read the text with the help of classmates and the guidance of teachers. Only by guiding students to read and think on their own can they understand the unfamiliar classical Chinese by their own efforts, even enter the historical life reflected by classical Chinese, and truly become the main body of learning.

In short, classical Chinese teaching should make great efforts to read and understand the text, understand the thoughts and feelings of the text, absorb the essence and discard the dross, and try every means to mobilize the enthusiasm and initiative of students, so that classical Chinese teaching can really get out of the predicament and effectively improve the effectiveness of classical Chinese teaching.

Reflections on Chinese Poetry Teaching in Middle School 2 "Three Poems" is the fourth text in Unit 3 of the first volume of the ninth grade of the unified textbook, and it is three poems. According to the unit goal and the editor's intention, this lesson mainly aims to achieve the following teaching objectives:

1. Combine taste and reading to appreciate poetry and cultivate poetry appreciation ability.

2. Clarify the author's emotional changes and feel the author's complex emotions.

3. Explore the artistic technique of this poem and talk about your feelings about life. There are two key points in teaching. One is to teach students how to appreciate poetry and cultivate their ability to appreciate poetry. The second is to clarify the author's emotional changes and understand the author's complex emotions. The difficulty lies in exploring the artistic technique of this poem and talking about the feelings of life.

I appreciate these three poems mainly by "reading" and "tasting". In the process of "reading", I pay attention to the rhythm and rhythm of different genres of poetry, and focus on guiding students to understand the musicality and simplicity of poetry; In the process of "tasting", I pay attention to inspiring students' association and imagination. Focus on teaching students to appreciate poetry from two aspects: content and writing, in which understanding the content and understanding the author's thoughts and feelings are the key. The reading forms of these two courses are diverse, students are enthusiastic about learning, the classroom atmosphere is active and the interaction between teachers and students is good. Especially when learning Su Shi's When is the Moon on the Water Turn Around, the scene setting is better, and the students are very devoted to reading and singing along with the music, so the learning effect is better.

Disadvantages:

1. Students have a poor grasp of the feelings of the ancients, and their feelings for poetry are still not in place.

2. I don't know much about the background information of the poet and the artistic conception of the poem, which affects the quality of reading and reading.

Corrective measures:

1. After class, students are advised to read The Biography of Li Bai and Su Shichuan, so that students can learn as much about the author and background as possible.

2. On the basis of a preliminary understanding, read it and recite it to lay the foundation for further appreciation.

Reflections on the teaching of Chinese poetry in middle schools. Ancient poetry has a long history and obvious language changes. It is difficult for students to understand. To understand this poem, in addition to understanding the author's creative background, there are also feelings during repeated reading and reading. On the basis of reading and reciting, students can understand this poem.

The following is always combined with the characteristics of ancient poetry teaching to sum up some teaching experience.

First, read the text for the first time and feel it as a whole. Read the text for the first time. On this basis, clear the word barriers. Cultivate students' autonomous reading ability, master new words, read the text thoroughly, and lay a foundation for understanding the text. Have an overall perception of the whole poem, and initially understand the emotions to be expressed in ancient poetry.

Second, pay attention to reading guidance. The essence of reading lies in the arrangement of different reading forms and the quality of reading in each learning period. When reading for the first time, you should read, scream, listen and read together, read the pronunciation correctly and read the poem correctly; To understand a poem, read it silently, stress drops, pause correctly, and rhythm correctly. When reciting, read with music, read pictures, read poems and read emotions.

Third, the combination of graphics and text, understand poetry in reading, and realize poetry. The combination of pictures and texts emphasizes nature, and should not lead students by the nose, but guide students to look at pictures when they need help; Feeling poetry emphasizes nature, and the understanding of the same poem will be different due to different reading experiences. Poets have the feelings of poets, and readers have the feelings of readers. Time and space are different, and young and old are different. As long as the understanding of personality comes from the correct grasp of poetry and from the depths of students' hearts, all feelings can be integrated into the landscape.

Fourth, expand and extend appropriately. Every ancient poem has an obvious theme. By reading related ancient poems, it is convenient for students to understand the thoughts and feelings expressed by poems, and it also expands students' reading of similar texts. It can be said that it kills two birds with one stone, students have great interest in learning and the teaching effect is good.

There are some shortcomings in this page of ancient poetry: the reading skills are not enough, the teaching methods are not novel enough, the students are influenced by the knowledge reserve, and the understanding will be biased. In the future, we should contact life more, talk about experience and sentiment, and naturally transition to emotional reading to cultivate students' ability to read ancient poems emotionally.

Reflections on the teaching of Chinese poetry in middle schools 4 After three rounds of polishing and one round of concentrated display, I deeply realized that it is not easy to read a good ancient poem. I gained a lot in this class. In the whole polishing process, I also have my own little experience in the teaching of ancient poetry.

First, the independent inquiry learning of ancient poetry must learn to taste poetry.

Ancient poetry also allows students to explore and ask questions independently. However, students can't stay on the surface of poetry content, but must guide questions from the use and expression of poetry language. It is necessary to guide students to think, discover and taste with their poetic eyes, beautiful sentences sung through the ages and writing skills blended with scenes.

Second, the taste of language must be accompanied by a lot of reading and careful reading.

Reading and reciting ancient poems are different from reading ordinary texts. Some ancient poems are also read a lot in teaching, but they just can't read the taste. The key lies in the lack of necessary guidance for poetry reading, which makes reading divorced from the taste of language and the influence of emotion. Read the questions first when reading poems, and taste the questions first when tasting poems. Some successful classes are accompanied by a lot of reading, and students have deepened their understanding of poetry language, artistic conception and emotion.

Third, the teacher's demonstration reading is the guidance of language taste.

Re-understanding of the role of teacher's demonstration reading in the teaching of ancient poetry. Students' taste in language can be understood, understood and vividly expressed through teachers' demonstration reading.

Teachers attach importance to model essay reading, and their reading level is very high. The combination of sound and emotion not only conveys the rhyme and rhyme of poetry, but also conveys the emotion and feeling of poetry. Some model essays are read repeatedly, with different purposes, different rhythms, different language sense and emotional expression, or sharp contrast or deepening at different levels. It not only reflects teachers' cultural background and language art, but also reflects teachers' careful teaching design. This is different from some teachers' teaching. For example, some teachers play recordings instead of module reading, and some teachers leave only one module reading in the whole process. This reflects that teachers have not grasped the characteristics of poetry teaching as a whole and have not deliberately improved their reading level.

In the whole polishing process, I deeply realized that my lack of knowledge of ancient poetry directly led to the lack of classroom teaching language. Therefore, as a Chinese teacher, I want to strengthen the study of traditional culture. Only in this way can we master the classroom maturely and take our children into the poetic mood depicted in ancient poems.

Reflections on the teaching of Chinese poetry in middle schools 5. The Story of Climbing Yueyang Tower is one of Lao Du's representative works, which can well reflect his depressed artistic style and broad mind of worrying about the country and the people. His scenery is magnificent, his life experience is lonely and desolate, but he is lyrical but worried about the world. So this poem naturally needs to be detailed. But I don't want to analyze sentence by sentence like the average teacher. The title of this poem only reflects its writing place, and no more information can be extracted. So, I didn't start with the solution. My teaching design at that time was as follows: step one, students read the notes and background introduction in the workbook to let them know the background of poetry creation. Then spot-check students' memory and ability to absorb information from it; The second step is to ask questions according to the background, which poems can best describe your life experience? What is his life story? Step three, let the students think. People who live such a miserable life usually feel unhappy. Is Du Fu the same? What verses can be seen from? The fourth step is, which poems in Du Fu's poems match his broad mind? Why? What is the artistic conception of these poems, and which words are well refined? Do some analysis. Step five, the first verse of the poem is "heard in the past" and "heard today". Some people say it's "adding joy to happiness", while others say it's "adding sadness to sadness". Which statement do you agree with? Contact the whole poem analysis. The sixth step is to introduce the artistic style characteristics of Du Fu's "depression and frustration", and ask students to talk about how this artistic style is reflected in this poem. Step 7: Students read and appreciate some poems by themselves, and then discuss what they don't understand.

But today, in the actual teaching process, I made some adjustments. After students understand the background, let them read it by themselves first, and then analyze its literal meaning (mainly because students say the teacher is giving instructions). Then let the students think about the relationship between the scenery and emotion of this poem, and ask them to be in a poetic scene to describe the scenery characteristics and lyric characteristics of this poem. The next few steps are the same as designed. This adjustment takes into account the level of students in the class, so that they can understand poetry better and faster. I feel that the teaching effect today is ok.

Reflections on the Teaching of Chinese Poetry in Middle School When I was climbing Yueyang Tower, I compared this poem with Wang Yue, who is also Du Fu's climbing work, and asked my classmates to compare the two poems from four aspects: the momentum of scenery description, the method of scenery description, the background of creation and the feelings expressed, which achieved good teaching results.

First, Wang Yue is Qilu and Deng Yueyang Tower is. Both of them look down from the height of a satellite map, and use association and exaggeration to describe a "complete landscape", which has great momentum. This is the similarity between the two poems in scenery writing. Through comparison, students can understand and master this writing method.

Secondly, the two poems are in tandem, and the creative background is very different. When Du Fu wrote "Looking at Yue", he was in high spirits, so he expressed Lingyun's ambition. Du Fu was already an "old disease" when he wrote The Story of Climbing Yueyang Tower, especially after witnessing the decline of the Tang Dynasty. Therefore, whether for climbing mountains or writing a grand panorama, they all express completely different feelings at different stages of life.

These two poems are both Du Fu's mountain climbing poems. When they are opened and closed, you can get Samadhi by comparison.

Reflections on the teaching of Chinese poetry in middle schools 7 "A berth under the North Fort Mountain" is the first song in the first unit of the first volume of junior high school Chinese published by Jiangsu Education Publishing House. A berth under the Beibao Mountain is a five-character poem, which mainly describes what the poet saw and felt during his journey. The poet stopped at the foot of Beigu Mountain, saw the green mountains and green waters, the tide was calm and the wind was positive, and his homesickness came to life, expressing his homesickness for his relatives in his hometown. "There is affection in the scene, scenery in the emotion, and scene blending" is the feature of most poems, and it is also the biggest feature of this poem. Among them, "The bank widens until the ebb tide, and no wind blows my lonely sail" and "The bank widens until the ebb tide" ... "Night now gives way to the ocean of the sun, and the old year melts in the clear spring" are famous sentences that are highly praised. This poem depicts the Jiangnan scenery with green mountains and green waters and flat tides and broad shores that the poet saw when he was parked at the foot of Gubei Mountain. However, with the approach of the Spring Festival, the geese overhead sighed, "My emissary can finally be sent". The whole poem is full of beautiful artistic conception and mixed scenes, which expresses the poet's deep homesickness when he lives abroad.

In order to implement the requirements of the curriculum reform and new curriculum standards in our school, I mainly design this course around the three-dimensional objectives of the curriculum standards, and comprehensively consider the education received by students in knowledge and ability, processes and methods, emotional attitudes and values, and cultivate students' independent, cooperative and inquiry learning ability. It is embodied in the following aspects:

1. This teaching plan embodies the concept of "student-oriented" curriculum reform and aims to improve students' Chinese literacy.

2. Actively implementing teaching evaluation has improved students' learning enthusiasm and cultivated their study habits.

3. Create a poetry learning scene to enhance sentiment.

4. Guide students to study reasonably and cultivate their questioning spirit.

5. Pay attention to the emotional teaching of poetry and integrate perceptual knowledge with rational knowledge. Of course, after this class, I found that there were many problems in my teaching.

1, students are not given enough preview time before class, so all aspects of class are very procrastinating, and students and teachers are very anxious.

2. Pre-class presupposition is not enough, especially from the perspective of a junior one student. The problem design of the tutoring plan is a bit difficult, which is beyond the scope of students' self-study.

3. The problem design of the counseling plan is unreasonable. The dredging of poetry can be solved in the preview before class, which can free up more time to dig the text and go deep into it.

4, the teaching time is not in place, and the whole class is loose before and tight after, which leads to no breakthrough in key and difficult issues during the whole class, and the key and difficult issues are not clearly reflected. The in-class test was not completed before.

5. Students have no artistic conception of "walking into" poetry.

6. Their professional quality needs to be improved. Teaching can't be leisurely, the teacher's explanation is not concise enough, and the teacher's language is a bit cumbersome.

I believe that continuous reflection can make great progress. I will accumulate more experience, ask for advice with an open mind and really improve my professional level.

Reflections on the teaching of Chinese poetry in middle schools. Lin Chongde, a famous psychologist in China, put forward the growth model of "excellent teacher = teaching process+reflection", so to have a good class, teachers should learn lessons and gain experience through constant reflection. The topic I participated in the evaluation is "Four Ancient Poems", Unit 3, Unit 15, Book 1, Grade 7 Chinese (People's Education Edition). I think the highlight of this class illuminates every student's thirst for knowledge.

First, to find a breakthrough, based on the reality of students

1. Poetry is an abstract style, but I am facing a new life. It is difficult for them to understand the poet's complex, abstract and incomprehensible emotions. We must find a simple starting point. When designing lesson plans, my first thought is how to get students into the situation quickly, so I first chose two similar poems: Wang Wan's A Stop at the foot of the North Fort and Ma Zhiyuan's Tianjingsha Qiu Si. These two capitals are typical homesick works. As students stay at school, they are easily homesick. Therefore, in the lead-in stage, first appreciate Meng Jiao's Ode to a Wanderer. Sad music with warm pictures naturally brings students into an atmosphere of missing their mother and home.

2. Three-dimensional goal setting. I divide learning goals into three-dimensional goals: knowledge, ability and emotion, which is also a hierarchical goal formulation. From the shallow to the deep, the first step is to grasp the key words and taste the richness of poetic language in reading aloud; The second step is to grasp the characteristics of seasonal scenery. Because the article in Unit 3 is related to seasons, we should also grasp the characteristics of scenery in reading. The third step is to let students know the author's thoughts and feelings in these scenes, and love nature and hometown; The fourth step is to understand the difficulty of this lesson-the expressive technique of scene blending. Every step takes into account the students' perception ability, step by step.

Second, diversification to create an emotional atmosphere

The theme of this class is "homesickness", and various measures should be taken to immerse students in the "homesickness" complex, so I will make some efforts in making courseware. The choice of background music, the picky picture, and the video reading should conform to the theme. The sad erhu is the main theme, accompanied by the flowing guzheng.

Third, read in products and understand in reading.

Reading aloud is an indispensable link in learning ancient poetry, and even a link that needs great efforts. Understanding the connotation of the article must be based on reading the text. But how to enhance students' understanding and sentiment through reading? I mainly adopt the mode of "student reading-student evaluation, group reading-teacher-student evaluation". The requirement is that individual students evaluate themselves after reading, and then other students evaluate them to enhance their reading interest. The teacher gives a pertinent evaluation, then shows the joint efforts of the team, * * * reads each other, and then the teachers and students evaluate * * *. In this pleasant atmosphere, the enthusiasm of the students stimulated the teacher's interest in reading. I read aloud with deep affection and received warm applause from my classmates. Finally, I selected the eugenics group and gave appropriate rewards.

Fourth, it is difficult to simplify and seek common ground while reserving differences.

Poetry pays attention to images, but the word "image" is too abstruse for senior one students. How to solve this mystery? I take the approach of "seeking common ground while reserving differences". Similarities are easy to find, and the key is to find differences. First of all, we should grasp the characteristics of the scenery in the two poems, understand them from the color and emotional tone, and gradually find that the biggest difference between them is the degree of homesickness. One is to love nature and then think of home. The other is to miss my hometown completely. A faint ray of sadness. In addition, the imitation of example sentences increases students' understanding and love of these two poems, and finally achieves the teaching goal of this class.

Five, a flash in the classroom.

In the "Knowledge Link" section, the slide of "Rhyme and Sanqu" was originally switched after "Author and Writing Background". However, due to the tension in the teaching process, I quickly calmed down my anxiety and decided to let it out after the students finished reading the poem for the first time, revealing the differences in genre between the two poems, but it came naturally. I let the students know that they want to understand.

After a class, the students' enthusiasm and participation are very high. According to their own feelings and understanding, students listen carefully and remember carefully, and the teaching objectives are easily solved in a pleasant environment, and the classroom efficiency is generally improved.

Looking back at my classroom, I also have some shortcomings. I have carefully summarized and considered:

First, I spent more time reading aloud in the session of "Beautiful Thinking", so that the time for group discussion and exploration was a bit hasty, and the students didn't enjoy themselves enough;

Second, when explaining "the author and writing background", students should be prompted to write down the key information and recite it, but I just said the key points;

Third, when switching slides, we should emphasize the speed and method of students' note-taking, screen the key points and eliminate the complexity;

Fourthly, it would be better if the two extracurricular poems I collected for students could be read aloud in class, which would deepen their understanding of their hometown and enhance their emotional grasp of these two poems.

In my opinion, the new curriculum poses a new challenge to teachers' traditional teaching experience. Only when teachers realize their own teaching highlights and limitations, and make adjustments and reorganizations after reflection, how can our Chinese classroom not let students learn happily?

Reflections on the teaching of Chinese poetry in middle schools. Poetry teaching should change the single mode of reading, translating and memorizing, guide students to sing or recite, or sing or dance, creatively use novel and unique teaching methods, introduce students into the concise, profound and meaningful hall of ancient Athenian poetry, and let students truly feel the profoundness of China traditional culture.

The language of ancient poetry is concise, rich in connotation and meaningful, and many poems can only be expressed but not expressed. In classroom teaching, teachers should strive to build a bridge to the artistic conception of poetry and stimulate interest in reading and appreciation.

The language of ancient poetry is concise and meaningful, and often a word is a painting, a life scene, a mental journey, even a life and a profound philosophy, which makes people daydream and think deeply. The perception of ancient poetry is often reflected in whether you can choose those literary visions that are "full of one word and two artistic conceptions", expand your imagination, emerge images and reconstruct images. Therefore, in teaching, we should grasp the key words such as "Ping", "Guang", "Straight", "Hang", "Destiny" and "Man" to interpret poetry and read emotions.