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<time class="level-item has-text-grey" datetime="2022-05-04T05:16:47.000Z">2022-05-04</time>
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教案9
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<p>教案9关关雎鸠</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《诗经》的基本知识及其在中国文学史上的地位，把握《诗经》赋比兴的艺术表现手法和章法的节奏特点。</li>
<li>学习两首诗赋比兴的艺术表现手法，体会它的表达效果。</li>
<li>体会两首诗大量运用重章叠句的表达方式，体会诗歌的音韵美、意境美、含蓄美。</li>
<li>正确认识古代劳动人民对美好爱情的追求和向往。</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>在诵读中体会诗的内涵。</li>
<li>把握诗中重章复唱的特点。</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>正确理解诗中所表现的男女青年纯真美好的爱情。</li>
<li>品味诗歌的语言，准确把握诗中人物的情感。</li>
</ol>
<h2 id="一、新课导入"><a href="#一、新课导入" class="headerlink" title="一、新课导入"></a>一、新课导入</h2><pre><code>雎鸠啼鸣，荇菜参差，琴瑟钟鼓，君子淑女……这一切，在心中荡漾着爱意的恋人眼中，大概会多一层温馨与幽怨吧！你听，他们各自为自己倾心的“淑女”唱出了缠绵悱恻的情歌。今天，我们一起走近冠于《诗经》之首的《关雎》。</code></pre><h2 id="二、《诗经》简介"><a href="#二、《诗经》简介" class="headerlink" title="二、《诗经》简介"></a>二、《诗经》简介</h2><p>《诗经》是我国最早的一部诗歌总集，本来只称《诗》，后来被儒家奉为经典，改称《诗经》。收录了从西周初年到春秋中叶约五百年间的诗歌305篇，也称“诗三百”。<br>《诗经》分为“风”“雅”“颂”三大类。“风”又叫“国风”“十五国风”，共160篇，为当时15个王国的土风民谣。风格清新质朴，民歌情调浓厚，多出自下层人民之手。“雅”是周朝直接统治地区的音乐。分为“大雅”和“小雅”，主要用于统治者的朝会宴享，以歌功颂德为主；“颂”是统治者用于宗庙祭祀的舞乐，内容以颂扬为主。<br>《诗经》大多数作品是作者以自己的生活为素材，进行具体逼真的表现，很少有幻想、夸张的内容，“饥者歌其食，劳者歌其事”。其基本表现手法为“赋、比、兴”。<br>“赋”：铺陈直叙的意思。<br>“比”：就是比喻，对人或事物加以形象的比喻，使其特征更加鲜明突出。<br>“兴”：借助其他事物作为诗歌的发端，以引起所要歌唱的内容。<br>《诗经》的诗体格式以四言为主，兼有杂言，时而重章叠句、反复咏唱。其语言生动传神，并时常运用叠字、双声、叠韵等修辞手法。</p>
<h2 id="三、朗读课文，梳清文意"><a href="#三、朗读课文，梳清文意" class="headerlink" title="三、朗读课文，梳清文意"></a>三、朗读课文，梳清文意</h2><ol>
<li>教师范读</li>
<li>学生齐读</li>
<li>翻译课文，理解文意</li>
</ol>
<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><ol>
<li><p>这首诗讲了一个什么故事？请同学们用自己的语言来描述。<br>明确:写了一个男子对一位美丽少女的相思之情，求而不得，他日思夜想，辗转反侧，夜不能寐。他做梦梦见自己弹琴奏瑟，迎娶这位姑娘。</p>
</li>
<li><p>这首诗是如何抒发相思之情的？请具体分析。<br>明确:首章四句写一个青年小伙子见到河洲上一对水鸟的相亲相爱，听到它们一唱一和的鸣叫，自然产生无限情思，因为他心目中正有着一位所爱的人儿呢！他向往着那位美丽贤淑的好姑娘能够成为自己理想的配偶。<br>第二章八句写他日夜相思，须臾不能忘怀这位采荇菜的姑娘在水边劳作时的窈窕身影。难耐的相思之苦已达到了长夜不眠的程度。<br>第三章八句突然出现了“琴瑟友之”“钟鼓乐之”的欢快、热闹的场面。这是个戏剧性的转变。幻由情生，这无疑是这位害相思之苦的男子对未来的设想，是他寤寐求其实现的愿望。</p>
</li>
<li><p>全诗共5个小节，结构形式是怎样的？<br>明确:第一章(第1节)，描写小伙子见到一位漂亮的姑娘，从而引起的爱慕的感情和求婚的愿望。<br>第二章(第2、3节)，描写小伙子求婚，苦于无法，求之不得，因而朝思暮想，寝食不安的苦恋情形。<br>第三章(第4、5节)，描写小伙子结婚成梦，梦想成婚的欢乐场景。</p>
</li>
</ol>
<h2 id="主旨探究"><a href="#主旨探究" class="headerlink" title="主旨探究"></a>主旨探究</h2><ol>
<li>《关雎》这首诗表达了怎样的主题？<br>明确:《关雎》写了一个男子对一个女子的思念、追求过程，表达他求之不得的痛苦和求而得之的喜悦之情。</li>
<li>《诗经》的主要艺术表现手法有赋、比、兴等，《关雎》这首诗主要运用了什么手法？运用这种手法起到了什么作用？<br>明确:《关雎》这首诗主要运用了“兴”的艺术手法。如本诗开头“关关雎鸠，在河之洲”，它原是诗人借眼前景物发端的话，但水鸟和鸣，也可以喻男女求偶，或男女间和谐恩爱。和下文“窈窕淑女，君子好逑”意义上发生关联。本诗的起兴之妙正在于诗人情趣与自然景物浑然一体的契合，也即一直为人们所乐道的情景交融的艺术境界。</li>
<li>《关雎》这首诗的各节，不仅句数相等，而且语言几乎完全相同，中间只变动几个字，甚至只变动一两个字，这就叫重章叠咏。运用这种方式表达情感，有什么作用？<br>明确:重章叠咏形式的运用，对深化意境，渲染气氛，强化感情，突出主题都起到了很重要的作用。同时，它还有效地增强了诗歌的节奏感、音乐感，形成了一种回环往复之美，带给人一种委婉而深长的韵味。</li>
</ol>
<h2 id="板书设计"><a href="#板书设计" class="headerlink" title="板书设计"></a>板书设计</h2><p>关雎托物起兴所听：<br>关关雎鸠所见：<br>在河之洲所思：<br>窈窕淑女所愿：<br>琴瑟友之<br>钟鼓乐之<br>欢快热闹</p>
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