九年级语文下册《蒹葭》教学设计_九年级语文下册《蒹葭》教学设计及反思

九年级语文下册《蒹葭》教学设计
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作为一名为他人授业解惑的教育工作者，就不得不需要编写教学设计，教学设计是把教学原理转化为教学材料和教学活动的计划。一份好的教学设计是什么样子的呢？以下是小编整理的九年级语文下册《蒹葭》教学设计，欢迎大家借鉴与参考，希望对大家有所帮助。

教学目标：1、了解《诗经》的基本常识；2、学习《蒹葭》，掌握重章迭句的形式特点，深刻体会比兴的艺术手法；3、培养和提高学生准确把握作品的思想感情的能力；4、学生了解我国古代人们对真挚爱情的向往，陶冶高尚的情操。

教学重点：1、引导学生分析《蒹葭》中的人物形象及领会比、兴的艺术表达手法的妙处；2、把握《蒹葭》中的重章迭句的特点。

教学难点：品味诗歌的语言，准确把握诗中人物的情感。

课时安排：1课时

教学步骤：一、导语设计。黑板边书：“聆听三千年华夏先民吟唱感受公元前东方文明辉煌”，同步播放邓丽君《在水一方》，创设情境，为学习《诗经》选篇《蒹葭》作铺垫。

提问：同学们，你们谁知道歌词的出处？

明确：根据《诗经》中的《蒹葭》改编而成。

二、解题。《诗经》是我国第一部诗歌总集。是西周初年至春秋中叶约五百年间的作品。《诗经》通称为《诗》或《诗三百》，宋代儒家把它奉为经典，才称《诗经》。《诗经》共305 篇。分为“风”“雅”“颂”三部分。

《诗经》是我国现实主义优良传统的源头，共思想内容和艺术成就，对我国文学，尤其是诗歌的发展有着深广的影响。诗歌的形式，多数为隔句用韵，并普遍运用“赋”“比”“兴”的手法，在章法上具有重章叠句反复咏唱的特点。

这节课，我和同学们一起来学习《诗经》中的一首极其优美的抒情诗《蒹葭》。这首诗。主要是通过美读来感受先人的情感美，来领略华夏民族文化的源远流长。

三、学生结合注释，译读全诗。教师提示：诗歌重在吟诵、品味。在译诗时，要运用联想、想象，在头脑中浮现此情此景。

四、（一）、初读，感受诗的音乐美。1、第一个环节通过初读诗文，初步感受诗的音乐美。要朗读好诗文，注意读出诗歌的音乐美，除了诗歌朗读的一般要求外，尤其要读出她的生气，读出她的音乐美。

2、下面，请同学们认真看书，听老师朗读课文。大家拿好笔，在你不认识的字 below作标记，第二个要求就是请同学们注意这首诗的韵脚，也就是诗中押韵的字。

明确：第一章应该是苍、霜、方、长、央；第二章是萋、晞、跻、坻；第三章是采、已、汜、右、坻。

3、学生试读。

师问：在我们朗读时，同学们是否注意到了诗中“叠词”的运用？

明确：苍苍，萋萋，采采……

(师生一同总结这首诗中的叠词特点。)

（二）、再读，感受是的的绘画美。

sung out the painting sense. Sapphires are like paintings with their own beauty and artistry, and in this case, the imagery is very intricate, beautiful, and thoughtfully constructed.

Sculptures can also be painted as an experience of the artist's emotions and thoughts. The golden waves of water, the soft clouds that spread out in all directions, and the water that sways under the wave are so perfect in their images, they make one feel that it is a moment of connection between two people.

Sculptor Sapphira Wang implements this concept through her art, creating imagery that not only depicts her own feelings but also evokes an overwhelming sense of emotions and mood. The first paragraph of the poem conveys the feeling of love for a beloved one. The second paragraph shows the feeling of love for another person in their absence. The third paragraph reiterates the feeling of love for this beloved person.

Clarifying the emotional aspects of these lines, we can find that it is a reflection on the human condition, a struggle to escape loneliness and pain, and a longing for someone who is waiting for you but has not yet reached you. The first paragraph sets the scene: "In the morning he wakes up, sees the sunrise, and encounters this world of sun and moon. He walks through these fields, encounters the wind that blows in his hair, feels the air moving through him. He begins to listen to the sounds of nature, learns about the colors of the leaves, stirs his blood, and starts to follow them.

The second paragraph adds more depth: "The forest is dark and cold; the stars are in the sky, casting a silver light on the ground. The wind carries away clouds that are too far off the horizon. These images give the reader a sense of being trapped but not alone."

The third paragraph ties it all together: "Long distance between them—the forest is thick and dark, with shadows, and then comes the river which flows into the sea, and then the right bank leads to the middle bank... The flow of time has moved in this way, making the reader feel that he is moving at a slow and steady pace as well. The location changes from land to land: for example, after walking through the forest, he now steps into the river; for the third time, his hand touches the water. It feels like the world of human nature has come around him to offer him this waiting person but has not yet reached him.

五、三章诗所用几组变换的词语联系起来加以品味更能体会到诗的隽永淳厚的意味。

(1) White Water flows below, the cold stones are reflected in the water. (2) The clouds are white and transparent, they let through their light. (3) The river is clear and wide—so wide that it appears to stretch from land to land and beyond.

六、课堂小结。

《诗经》是人类文明的春暖园，是初生天地的源头清水，开阔丰盈、简洁洁净。从诗经中走出的女子袅袅娜娜、款款游历在平原秀野风和日丽中。痴情的少年千回百转，却找不到她的岸。让我们干干净净与素心相通。吟诵这优美的文字，传唱这古老的歌谣！

附：板书设计。