古诗《示儿》教学设计及设计意图.pdf

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1、古诗示儿教学设计及设计意图一、教学内容:义务教育课程标准实验教材第108页二、教材和学情分析示儿是南宋诗人陆游临终前写的,是绝笔,也是遗嘱。全诗表达了对南宋统治者屈辱求和、苟且偷安的无比愤慨,对收复失地,统一祖国的无比渴望。这首诗,作为一首绝笔,无愧诗人创作的一生;作为一份遗嘱,无愧于诗人爱国的一生。全诗字句发自肺腑,如血,如火,如泣,如诉,悲愤交集,真挚感人,表现诗人深厚真诚的爱国之情。六年级学生已具有较强的阅读能力。能够借助注释及搜集的背景资料理解古诗内容。能够了解诗歌表达出作者的爱国感情。但是,孩子们对诗歌的感受力不强。如何让学生透过文字走近作者。感受诗中深刻的内涵,使其与诗中的情感产生

2、共呜,从而受到心灵的震撼,还有一定的难度。需要老师结合时代背景和相关知识的拓展,以情击情,引领学生在“动情感悟”上下功夫,只有这样,才能真正提高学生对古诗文的阅读欣赏水平。三、教学目标1、学习示儿体会作者深厚的忧国之情。2、启发学生理解诗句的意思,想象诗歌意境,培养学生阅读能力。3、引导学生自学本课要求会认,会写的生字。4、有感情地朗读课文,背诵并默写示儿四、教学准备1、搜集查阅陆游的相关资料(时代背景和爱国诗篇)2、舒缓深沉的乐曲。3、写古诗内容相关的课件(插图、战马嘶鸣声、古诗诵诗)教学过程一、谈话导入,揭示诗题1、谈话导入:同学们,我们今天要学习一首诗,这首诗发自肺腑,如血,如火,如泣,

3、如诉,悲愤交集,真挚感人,堪称“千古绝唱”。它就是南宋著名爱国诗人陆游所写的-(示儿)设计意图:激发学生的学习兴趣和求知欲望,为理解诗句打下良好基调 2、了解作者及背景 资料出示 陆游(1125-1210),字务观,号放翁,越州山阴(今浙江省绍兴市)人南宋爱国诗人,他的诗有九千多首留存下来,内容极为丰富,抒发政治抱负,反映人民疾苦,批判当时统治阶级的屈辱求和,风格雄浑豪放。乾道二年,因主张抗金而免职。四十六岁入蜀,六十六岁后遭弹劾罢官,退居山阴达二十年。了解背景,宋高宗赵构建立南宋,为官者贪图荣华富贵,对外求合,至到被元朝所灭,大好河山落于金兵铁蹄之下,难以收复。设计意图:了解作者和背景,使学

4、生养成搜集资料的好习惯,为体会古诗深刻的内涵,感受诗人人格精神打下基础 3、揭示诗题“示儿”是什么意思:“示”告诉,告之,“示儿”是写给儿子文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10

5、A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P

6、6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4

7、O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X

8、10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S

9、7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7

10、W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2看的诗。质疑:看了诗题,你有提出哪些问题?诗人想告诉儿子什么?什么时候告诉的?为什么告诉儿子?设计意图:引导学生去关注书后注

11、解,借助注解尝试理解诗意是学习古诗的基本方法 4、过渡。陆游的诗有不少是专门写给儿孙辈的。在诗中,他告诫儿孙如何读书,如何做人,比如“纸上得来终觉浅,绝知此事要躬行”“汝果欲学诗,功夫在诗外等。今天,他要告诉儿子什么?设计意图:通过对比诗句,激发兴趣,引导学生进行思考 二、初读古诗,整体感知1、自由读诗歌,要求:读准字音,把诗读正确,读通顺。2、结合书中的注释,试着说一说诗的大概意思。3、小组交流:这首诗陆游想要告诉儿子什么?设计意图:关注个体差异,注重学习过程,降低难度,给所有的学生学习的和参与的机会 三、疏通诗意,理解内容1、理解古诗的内容有人说这首诗是一份遗嘱。你同意吗?(理解“家祭无忘

12、告乃翁”“祭”是什么意思)祭,就是祭祀、祭奠逝去的先人,寄托自己的哀思。说明这首诗正是他临终的绝笔。在这首诗中,你是向儿孙交代身后之事啊)既然是遗嘱,85 岁的诗人就要走完坎坷多难的人生旅途了,文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6

13、R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O

14、4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X1

15、0A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7

16、P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W

17、4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1

18、X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2他肯定有许多话要叮嘱儿孙,肯定有许多事让他牵肠挂肚,有许多美好事物让他

19、恋恋不舍,是这样的吗?(只牵挂一件事,只叮嘱一件事,理解:王师北定中原日”)“伤别离,作者满心的悲伤缘何而生?(理解“死去元知万事空,但悲不见九州同”)设计意图:培养学生借助注释理解诗句的能力,老师的点播,引导,是为了引领学生透过文字,探索诗中深刻的内涵 理解整首诗的意思四、拓展延伸,升华情感1、出示古诗秋夜将晓出篱门迎凉有感(陆游 68 岁)“三万里河东入海,五千仞岳上摩天,”遗民泪尽胡尘里,南望王师又一年”。(放一段背景音乐)师读“遗民泪尽胡尘里,南望王师又一年”。让学生闭上眼睛想象:你仿佛看到了怎样的情景?你看到了什么?听到了什么?你的心情怎样?这是怎样的泪呀,这是老人失去孩子的泪,是妻

20、子失去丈夫的泪生灵涂炭,妻离子散,家不成家,国不成国,这是人民的血泪,陆游也在“望”也在“盼”.10 年过去了.”南望王师又一年”,又一个 10 年过去了,“南望王师又一年”陆游已 68 岁了,“南望王师又一年”,陆游 85 岁己到垂暮。还在“南望王师”!他盼来了自己的军队吗?没有(但悲不见九州同)是啊,从中原沦陷起,人们在苦苦等着,盼着,朝廷的军队能够北上抗金,收复失地,可是,多少个日子过去了,中原沦陷,九州破碎,陆游等不到祖国统一这一天了。同心是如何的悲痛。文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A

21、3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6

22、R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O

23、4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X1

24、0A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7

25、P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W

26、4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1

27、X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R22、体会作者的情感,有感情地朗读古诗。孩子们,请你们再读诗句,你能读出一个什么字?(悲!)为什么悲?(为国土沦丧而悲,为苦难百姓而悲)设计意图:把两首诗进行整合,让学生真切地感受到“遣民”的痛,“诗人”的悲,拉近孩子们与诗人的距离,体验感悟诗人的情感,把学生的感悟,体验引向深入 3、出示题临安邸,追求:王师的军队到底在哪?寻些权贵、皇帝在哪?他们究竟在干什么?(读)你们此时有什么感受?(气愤)北

28、方已沦陷,南方还歌舞不休,权贵们已把自己的痛苦建立在“遣民”的痛苦之上。你能体会到陆游一颗怎样的心?(焦急、祈盼、同情、悲愤)陆游 52 岁那处竭力主张抗金,结果被罢官,他忧愤成疾,大病数十日,他曾写下“位卑未敢忘忧国。而令,生命垂危的他是“临终未敢忘忧国。再有感情地读诗。设计意图:引出两首古诗,与示儿互文解诗,使学生从对诗意的理解走向对诗人情怀的感受,通过对比,感受到诗人的忧国忧民 五、创设情境,读写结合“家祭无忘告翁”,虽然痛彻心扉,虽然死不瞑目,虽然万念俱灰,但是诗人还渴望有一天祖国统一。希望有一天,儿孙能把这个消息告诉他,以告慰他的在天之灵!想象一下,在病榻上,他如何地嘱咐自己的儿孙啊

29、?你看到了一个怎样的情景?面对这样的父亲,你会说些什么?试着写下来。设计意图:创设一个想象情境,化抽象的文字为形象生动的画面,文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM

30、9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码

31、:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9

32、HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2

33、ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档

34、编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q

35、9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2丰富学生想象力,引导学生去体验,把握诗歌情感的脉搏,让他们与诗人的心灵作一次近距离的对话,把读、想写相结合起来,加深感悟,使这首诗,这位伟

36、人的诗人,在学生头脑中留下深深的烙印。六、积累提升,总结全诗。1、这首诗是陆游的绝笔,是陆游的遗嘱,如血,如火,如泣如作,悲在其中,恨在其中,其间还隐藏一个字-国。朱自清曾评价陆游和他的示儿(课件出示“朱自清的评价)生读谈感受。“真正的爱国诗人,是后人对这位诗人最崇高的祭奠,让我们带着崇敬之情背诵这首诗,并把他刻进自己的心里,永远!设计意图:引用朱自清的评价,目的是把诗人的情感浓缩成“真正的爱国诗人”这几个字,全面感知诗人情感,激发学生对诗人的崇敬,引导正确的价值观,把“国”放在心中,是崇高而伟大的。2、推荐读诗。课后积累背诵陆游的爱国诗篇。如:病起抒怀诉衷情十一月四日风雨大作等。设计意图:推

37、荐学生读诗,扩大积累,进行知识的延伸,目的是让学生在浓厚的情感氛围下感受贯穿诗人一生的爱国情怀。对诗人的一生有一个全面的感知,也激发了学生学诗的兴趣。整体设计意图 示儿是著名爱国诗人陆游的临终之作,之所以成为千古传诵的名篇,感动着一代又一代的人,是因为其间隐含着真挚深沉的爱国情意,为了让学生透过文字,与诗人进行心灵对话,通过多元的解读,能触摸到诗人的情感脉动,我在引导学生读诗,斛意的基础上,引用文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP

38、5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM

39、9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码

40、:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9

41、HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2

42、ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档

43、编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q

44、9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2相关的几首诗进行互文整合,加之背景穿插,语言渲染,情境创设,强化学生的情感体验,让学生真正地被情感染,为情所动,使这位伟大的诗人。这个成功的作品,这份深厚的真情,永远驻足在孩子们的心中。评析我认为王老师 示儿这节课的教学设计很成功。能从学生的实际出发,引导学生自读自悟,结合背景资料,深刻领会诗歌反映出来的深厚爱国之情。在设计中有以下闪光点:1适度拓展,全面感知。在读懂理解示儿后,王老师尽可能地进行拓展,如把题临安邸、秋夜将晓出篱门有感 与示儿进行整合,互文解诗,

45、全方面,多角度的理解诗人的忧国忧民。2.创新情境,激发情感。示儿这首诗情浓,老师的感情也浓,她能用生动精彩的语言渲染,结合相关资料,运用多种方法创设一个个教学情境,把握全诗情感的脉搏,以情激情,让课堂闪烁智慧的光芒和情感的火花。让人“情到深处”,让人“情不自禁”。3.读写结合,训练到位。王老师注意进行读诗,理解诗句,想象情景,写场面的训练。多方面提高学生的语文能力,真正地把语文课的“人文性”和“工具性”完美的结合起来。注意品词,解意悟情,让学生在课中学有所得。文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3

46、D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R

47、2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4

48、J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10

49、A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P

50、6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4O4J4Q9 HP5R1X10A3D2 ZM9U6S7P6R2文档编码:CE7W4

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