诗歌《梅花》教学设计（诗歌《梅花》教学设计及反思）

诗歌《梅花》教学设计

一、弄懂句意。

1．有感情地诵读全诗，想想梅花的特点从诗句的哪些地方可以看出来？

2．讨论交流：诗人赞扬梅花不怕寒冷，在百花凋零的时候惟有它傲霜斗雪，从“凌寒独自开”这句诗可以看出。又赞扬梅花像雪一样洁白美丽，从“遥知不是雪”这句诗可以看出来。还赞美梅花的香味清雅不俗，从“为有暗香来”这句诗可以看出来。

重视学生自读自悟，正所谓诗读三遍，其义自见。

二、欣赏诵读。

这首诗写得真美呀！大家都来读一读，比比谁读得最好。听听范读，看看插图，把你最喜欢的诗句朗诵给同学听，说说你喜欢的理由。

由自由读→范读欣赏→体会诵读，朗读指导由浅入深.

讨论要点：

1．这诗描绘了一幅美丽的图画：雪后，房上覆盖着厚厚的雪，地上也铺上一层雪白的“地毯”，洁白的树枝上绽开着银花。大地成了银白的世界。墙角几枝盛开的梅花不时飘来阵阵清香，多么优雅、素净。（议论这项内容时可相继出示图片，让学生看图展开联想，有条件的还可制作CAI课件，引导学生体会诗歌的意境，给学生美的感受。）

2．让学生议论，发挥他们的想象力，在进行思维训练的同时，体会诗意。

3．感受我国古典诗词的文学魅力。

4． Discuss the structure of each stanza. For example, line 1 introduces the theme, lines 2-3 describe the circumstances surrounding the event, and line 6 is a rhyme that summarizes the whole scene.

5．Students will interpret each line of the poem by linking it to real-life situations or cultural events.

6． Students will discuss why they find a particular stanza interesting or inspiring. For example, they might think about how the setting (e.g., cold winds in winter) affects the appearance of the梅花.

7．Students will describe their feelings after reading a stanza and explain their reasoning to another student

8． Students will share their interpretations with the class

9. Discuss how the poem shows symbolism or represents a message, such as resilience in the face of adversity.

10. students will compare different parts of the poem and link them together to see how the author uses structure to convey meaning

11. Students will explain why they think each stanza enhances or weakens the overall experience of reading it, including their observations about timing and mood

12. Discuss how the imagery in the poem can be used strategically to make it more vivid or memorable

13. Discuss which parts of the poem are most effective for student comprehension and provide evidence based on what they did during reading

14. students will reflect on their own experiences with reading this poem and how it helped them connect emotionally with the subject matter.

15. Students will predict what would happen if parts of the poem were altered, such as changing the setting or removing a rhyme, to test their understanding

16. students will discuss potential challenges they might face while reading and how they can overcome them

17. students will compare this poem with others in terms of style, content, tone, structure, and symbolism

18. students will explain their understanding through writing: “In the poem, I noticed that each stanza introduces a new situation—e.g., in line 2, it’s about rising from snow, and in line 3, it's about looking at snow with an eye toward winter. This seems to build up the overall narrative of the梅花’s growth and resilience.”

19. students will summarize what they learned during reading: “The poem paints a picture of the梅花 as a symbol of perseverance and beauty even in difficult conditions.”

20. Students will write their own interpretation or reflection about the poem, incorporating specific details from it.

二、欣赏诵读。

这首诗写得真美呀！大家都来读一读，比比谁读得最好。听听范读，看看插图，把你最喜欢的诗句朗诵给同学听，说说你喜欢的理由。

由自由读→范读欣赏→体会诵读，朗读指导由浅入深.

讨论要点：

1．这诗描绘了一幅美丽的图画：雪后，房上覆盖着厚厚的雪，地上也铺上一层雪白的“地毯”，洁白的树枝上绽开着银花。大地成了银白的世界。墙角几枝盛开的梅花不时飘来阵阵清香，多么优雅、素净。（议论这项内容时可相继出示图片，让学生看图展开联想，有条件的还可制作CAI课件，引导学生体会诗歌的意境，给学生美的感受。）

2． Discuss the structure of each stanza. For example, line 1 introduces the theme, lines 2-3 describe the circumstances surrounding the event, and line 6 is a rhyme that summarizes the whole scene.

3． Students will interpret each line of the poem by linking it to real-life situations or cultural events.

4． students will discuss why they find a particular stanza interesting or inspiring. For example, they might think about how the setting (e.g., cold winds in winter) affects the appearance of the梅花.

5． Students will describe their feelings after reading a stanza and explain their reasoning to another student

6． students will compare different parts of the poem and link them together to see how the author uses structure to convey meaning

7． students will explain why they think each stanza enhances or weakens the overall experience of reading it, including their observations about timing and mood

8． discuss how the imagery in the poem can be used strategically to make it more vivid or memorable

9. Discuss which parts of the poem are most effective for student comprehension and provide evidence based on what they did during reading

10. students will predict their own experiences with reading this poem and how it helped them connect emotionally with the subject matter.

11. students will reflect on their own experiences, considering both the positive aspects of the poem and any areas where they felt less comfortable or engaged.

12. Students will discuss potential challenges they might face while reading and how they can overcome them

13. Discuss different perspectives on the poem’s meaning and style, such as comparing it to other classical poetry works in terms of their structure, vocabulary, or use of metaphor and symbolism.

14. students will explain their understanding through writing: “In the poem, I noticed that each stanza introduces a new situation—e.g., in line 2, it’s about rising from snow, and in line 3, it's about looking at snow with an eye toward winter. This seems to build up the overall narrative of the梅花’s growth and resilience.”

15. students will summarize their understanding during reading: “The poem paints a picture of the梅花 as a symbol of perseverance and beauty even in difficult conditions.”

16. Students will write their own interpretation or reflection about the poem, incorporating specific details from it.

三、体会诗意。

寒冷的冬天，在冰天雪地里，你看见了生长于墙角的梅花，闻到它那沁人心脾的幽香，你的心中涌动的是什么感情？

在吟诵、看图中感受诗人对绽放于严冬的梅花的喜爱和赞美之情。

通过这节课的学习，我深刻体会到了梅花象征着坚韧不拔的精神，体现了人们面对困难时的团结互助精神。梅花不仅美丽，更是中华民族宝贵的文化遗产之一。

你是否也感受到梅花的美？它不仅是大自然的艺术品，更是一种心灵的慰藉和力量的体现。

通过这节课的学习，我更加理解了诗句中的深意，也体会到了诗词作者深刻的情感和高尚的精神品质。

课堂上，我们要积极思考，敢于表达自己的想法，并且互相学习，共同提升自己的写作能力。

我相信，这次教学设计能够让同学们在轻松的氛围中感受到诗词的魅力，同时也能让我们的思维得到很好的培养。