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<time class="level-item has-text-grey" datetime="2022-05-04T03:01:26.000Z">2022-05-04</time>
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教案
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<p>王炎的教案文件</p>
<a id="more"></a>
<h2 id="教学目标"><a href="#教学目标" class="headerlink" title="教学目标"></a>教学目标</h2><ol>
<li>了解现代诗歌的特点,正确划分诗的节奏,饱含深情地朗诵诗歌。</li>
<li>了解有关艾青的文学常识和本诗的写作背景。</li>
<li>学习有关象征的表现手法。</li>
<li>深刻领会诗歌所表达的思想感情。</li>
</ol>
<h2 id="教学重点"><a href="#教学重点" class="headerlink" title="教学重点"></a>教学重点</h2><ol>
<li>关键诗句的理解。</li>
<li>作者的思想感情。</li>
<li>本诗的主旨。</li>
</ol>
<h2 id="教学难点"><a href="#教学难点" class="headerlink" title="教学难点"></a>教学难点</h2><ol>
<li>象征的表现手法。</li>
<li>诗歌描写对象的象征意义。</li>
</ol>
<h2 id="教学方法"><a href="#教学方法" class="headerlink" title="教学方法"></a>教学方法</h2><ol>
<li>朗读教学法。</li>
<li>讨论法。</li>
</ol>
<h3 id="教学课时"><a href="#教学课时" class="headerlink" title="教学课时"></a>教学课时</h3><p> 两课时</p>
<h2 id="教学步骤"><a href="#教学步骤" class="headerlink" title="教学步骤"></a>教学步骤</h2><h3 id="一、导入新课"><a href="#一、导入新课" class="headerlink" title="一、导入新课"></a>一、导入新课</h3><p> 土地,万物生灵的根基。曾有人掠夺它而百般蹂躏,曾有人捍卫它而披肝沥胆。在它的脊梁上演绎着多少可歌可泣的故事,在它的肌肤上烙印着多少眷恋情结。谁不钟爱自己的土地,谁不爱恋大地母亲,让我们深情吟唱艾青诗人的《我爱这土地》,随着诗中所迸发的爱国情感的火花而燃烧。(板书:我爱这土地)</p>
<h3 id="二、作者简介"><a href="#二、作者简介" class="headerlink" title="二、作者简介"></a>二、作者简介</h3><p> 艾青(1910—1996),原名蒋海澄,浙江金华人,现代著名诗人。早期诗风格浑厚质朴,调子深沉忧郁。抗战时期的诗作,格调昂扬。建国后,作品思想更趋成熟,感情深沉,富于哲理。主要诗集有《大堰河》、《火把》等,成名作为《大堰河——我的保姆》。诗人曾自称为“悲哀的诗人”。在中国新诗发展史上,艾青是继郭沫若、闻一多等人之后又一位推动一代诗风,并产生过重大影响的诗人,在世界上也享有声誉,1985年,法国授予艾青文学艺术最高勋章。</p>
<h3 id="三、背景介绍"><a href="#三、背景介绍" class="headerlink" title="三、背景介绍"></a>三、背景介绍</h3><p> 本诗写于抗战初期的1938年,日本侵略军连续攻占了华北、华东、华南的广大地区,所到之处疯狂肆虐,妄图摧毁中国人民的抵抗意志。中国人民奋起反抗,进行了不屈不挠的斗争。诗人在国土沦丧、民族危亡的关头,满怀对祖国深沉的爱和对侵略者切齿的恨,写下了这首慷慨激昂的诗。<br>四、朗读指导:<br> 自由体的新诗,不同于旧体诗,字数、停顿、押韵没有严格的限制。随感情的表达句子可长可短,字数可多可少,自由灵活,不拘一格。因此,我们在读现代诗歌的时候,一定要把握好诗歌的节奏、停顿,轻重缓慢,抑扬顿挫,在反复朗读的基础上培养自己的语感,理解诗歌所描写的对象、运用的表现手法,更准确地领悟诗人所表达的思想感情,以读会意,以会意促读。词语的重读与否,主要是由诗歌的情感 所决定的。一般来说,能鲜明的表达出诗人情感的词语,包括中心语、修饰语,都应该重读。<br> 第一步:听录音或教师范读;<br> 第二步:用符号划分诗歌的停顿和重读的字词;<br> 第三步:学生自由朗读;<br> 第四步:推荐2—3名读的好的同学在班上朗读;<br> 第五步:男生、女生分别齐读;<br> 第六步:全班同学集体朗读;<br> 第七步:背诵全诗。</p>
<h2 id="合作探究"><a href="#合作探究" class="headerlink" title="合作探究"></a>合作探究</h2><h3 id="一、学生在熟悉诗歌的基础上,紧扣“土地”,师生讨论分析全诗"><a href="#一、学生在熟悉诗歌的基础上,紧扣“土地”,师生讨论分析全诗" class="headerlink" title="一、学生在熟悉诗歌的基础上,紧扣“土地”,师生讨论分析全诗"></a>一、学生在熟悉诗歌的基础上,紧扣“土地”,师生讨论分析全诗</h3><ol>
<li>点出土地情结。起始两句,诗人对土地的酷爱,已到了不知道如何倾诉的地步,于是他只能舍弃人的思维语言而借用鸟的简单朴素的语言倾泻他的感情。在诗人看来,这简单朴素的往往是最真诚热烈的,“嘶哑”的歌声正能抒发对土地的义无反顾的真诚和执着,于是土地情结的激越歌声由此响起。</li>
<li>倾吐土地情结。“被暴风雨所打击的土地”、“悲愤的河流”、“激怒的风”、“无比温柔的黎明”是作者所歌唱的对象,诗人没有沉溺于对“温柔”恬静的“黎明”的欣赏中,为了自己的爱永远留给土地,他作出了庄严郑重的选择。</li>
<li>升华土地情结。一问一答,诗人由借鸟抒情转入直抒胸臆。太“深沉”太强烈的土地情结,已使人难以诉诸语言,只能凝成晶莹的泪水。“深沉”一词也许表达不到与实际感情相适应的表达强度,于是其后紧跟的沉重的省略号,似乎涌动着潜流地火一般的激情,更为沉重地叩击着读者的心房,激起读者持续的共鸣。</li>
<li>揭示全诗主旨的诗句是什么?谈谈你的理解?<br> 回答:“为什么我的眼里常含泪水?因为我对这土地爱的深沉……”。<br> 回答:这两句诗一问一答,直抒胸臆,以“我的眼里常含泪水”的情状,托出诗人那颗真挚炽热的爱国之心,形象地表达了诗人对土地的眷恋,而且隐含献身之意。<br> 3、结合写作背景,准确理解“土地”、“河流”、“风”、“黎明”的象征意义。<br> 回答:“土地”象征繁衍养育中华民族的祖国大地。“河流”、“风”象征中国人民不屈不挠的反抗精神。“黎明”象征充满生机与希望的解放区。<br> 4、鸟儿歌唱的内容中,“土地”、“河流”、“风”的前面分别有“暴风雨所打击的”、“悲愤的”、“激怒的”这些修饰语,其作用是什么?<br> 回答:这些修饰语限定语丰富了意象的内涵 ,表明中华民族的祖国大地,在日本帝国主义的铁蹄下正遭受苦难,中国人民正满怀悲愤地进行不屈不挠的斗争。<br> 5、诗人对土地、河流、风、黎明的描写,蕴含了他怎样的思想感情?<br> 回答:这些描写形象地表达了当时祖国大地遭受的苦难,人民的悲愤以及对光明的向往和希冀。</li>
</ol>
<p>6.本文的写作特色:</p>
<p> 1、意象内涵丰富(象征手法)<br> 2、抒情方式巧妙</p>
<h2 id="课堂小结"><a href="#课堂小结" class="headerlink" title="课堂小结"></a>课堂小结</h2><p>学习完本篇文章我们了解到:作者运用象征手法,创造了一系列鲜明意象,抒发了对祖国真挚深沉的爱。<br>板书设计<br>我爱这土地</p>
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