论文部分内容阅读
在余光中《乡愁》(人教版九年级下册)的教学过程中,我曾这样安排教学环节:第一环节:向学生介绍余光中及其《乡愁》写作背景。第二环节:朗读,感悟诗情。第三环节:品读,欣赏诗歌的意象美、情感美、结构美、音乐美。第四环节:仿写,抒发乡愁。第五环节:仿写,歌咏至爱。这首诗篇幅短小,难度不大,该班学生学习能力较强,课堂上,学生学习状态良好,教师引导得法,这一切似乎都是水到渠成,理所当
In Yu Guangzhong’s “Homesickness” (PEP 9th grade, second volume) teaching process, I have arranged teaching links in this way: The first session: Introduce Yu Guangzhong and his “Homesickness” writing background to students. The second part: reading aloud, sentiment. The third part: product reading, enjoy the image of poetry beauty, emotional beauty, the beauty of the United States, the United States music. The fourth part: Imitation, express nostalgia. The fifth part: imitation writing, singing love. This poem is short and difficult, and the class has a strong ability to learn. In class, students are in good learning and teachers lead the way. All this seems to be a matter of course,