蜀道难教案范文(写好教案，能让你在教学中更好的把握课堂的四十五分钟！)(2)

“六龙高标归阳，下海浪翻江。”这就是诗人在蜀道中的想象：抬头仰望眼前最高峰时，见六龙牵引着行驶中的太阳车被挡住，不得不绕道而行；往下看，湍急的急流被群山挡住，激起无数的漩涡——这幅画是多么的神奇和美妙！

“绿泥为锅，百步十折，落石残山。”这是诗人想象他沿着盘山路爬上青泥岭的情景。

“来丽景，坐下来喘口气，坐下来用手叹气。”这是登顶后的情形。 ——这很像一组摇摄镜头，但最后一张很有趣：诗人穿梭于星辰之间，有时好奇地抚摸它们，看看它长什么样。多么奇特的想象力！

“但我看到了悲伤的鸟的老树，雌雄同体的在森林里飞来飞去。然后我听到了孩子在夜里和月亮上的尖叫声，担心空山。”这就是诗人想象的流浪者在路上看到的风景。画面凄凉：鸟鸣让山林更加幽静，如同原始森林一样荒凉。与之前的照片相比，色调发生了变化，也表现出了蜀路风景的多样性，但气氛却是压倒性的，让人感到非常孤独。

“莲峰上天不超尺，枯松倒挂崖壁。湍流争声，崖化石雷。”这是一张极其惊险的画面，是从上一张改写而来的。蜀道高低不一。连峰断崖，断崖拐弯，危及游人生命，让人望而生畏，闻之惊恐。

这里隐藏了这么多图，境界之大不言而喻；再高的山，水的急，河山的改善，森林的荒凉，峭壁的险峻，无不令人叹为观止。超出了其他人的范围。从整体上看，它的变化速度越来越诡异，往往出人意料，让人目不暇接。

欣赏诗歌的基调

四、小结

这首诗贯穿了“蜀道难，上青天难”的主旋律，展现了其吟诵的基调。纵观全诗，诗人有三叹：一叹蜀道高，二叹蜀道危，三叹蜀战。这三句叹息，其实都包含在诗人的具体描写和抒情坦率之中。例如，“黄鹤不能飞，猿猴欲救其愁”。这是对蜀道高处的感叹，因为黄鹤飞到了最高的境界，而猿类是最精明的。两者都不能穿越。另一个例子是“危险也一样。远离你的人什么也做不了。”这是对蜀道危难的感叹，用劝说者的语气写的，寓意尤为深刻。又如“早晨避虎，晚上避蛇，咬牙吸血，杀人如麻”。这是对蜀国战祸的感叹。诗人用具体描写再现了“争地，杀野；争城”的“城中杀”（《孟子离楼》）画面，令人目不暇接。

五、homework 布局

汉语“蜀道难”高中教学案例（四）

【教学内容分析】

作为本单元的第一篇课文，《蜀道难》具有示范作用。这种展示功能一方面体现在呈现中国古代诗歌创作高峰时期的作品，以感受时代与文学的联系；另一方面，功能是引导学生背诵和鉴赏《书道难》，达到类比领悟的目的。学习阅读其他唐诗作品的效果。

除了诗本身，作者李白也是一个值得研究的对象。这位中国诗歌史上的巅峰诗人，以其出众的文采和人格魅力，点燃了盛唐诗坛的熊熊烈火。所以，把李白的诗放在本单元的第一章，起到了窥豹的作用。通过了解李白的诗，我了解了李白，进一步了解了唐诗的风格。在之前上过的唐诗导读课的基础上，希望结合诗人李白，通过背诵和鉴赏两个层次来阅读他的诗。让学生被古典诗歌的巨大魅力所吸引。

【研究分析】

“蜀道难”是乐府的老字号。在写作方面，它不同于学生经常背诵的格律诗。它不是基于像格律诗那样的对立句子。往往是散文，增加了阅读时情感把握的难度。高中生在思想上逐渐从幼稚走向成熟，但恰恰相反，在表达上从开放走向封闭。而诗歌阅读和鉴赏只需要学生敢于说和读，此时诗歌教学与学生的实际情况就存在矛盾。

在诗歌教学中，学生接触过现代诗歌，对诗歌意象有一定的了解。要了解唐诗乃至整首古典诗词的魅力，仅仅了解形象是不够的。因此，在《蜀道之难》的教学中，意象是一个跳板，连接着学生的已知与未知。学生可能会被古老难懂的词所压抑，但富有诗意的想象世界和情感世界仍然是引导学生积极阅读和探索的灯塔。

[设计理念]

针对学生对古诗背诵的厌恶，我决定在全班使用两条主线。主线之一是从把握情绪、掌握停顿、理解内涵三个渐进关系的角度，引导学生如何阅读和感受一首诗。另一主线是梳理分析《蜀道》的句法特点、主要情感和表现特点，探寻李白对乐府古诗的创新与超越，进而探寻李白豪迈而优雅的浪漫诗风。 而这两条线的交汇点就是诗人“李白”。第一行属于“展览”，第二行属于“中”。从而让学生体会到内外结合，感受大诗人李白之的“大”。在教学过程中，采用多种阅读方式来把握诗歌，让学生从多方面接受朗诵的艺术表现，进而能够主动阅读。这不仅起到了引导学生敢于阅读的作用，而且对诗歌有一定的理解深度。

[教学目标]

1.Basic Knowledge 目标：深入了解李白和他的人，了解诗歌的构图、意境、押韵等艺术技巧。

2.能力培养目标：通过阅读、欣赏、欣赏，体验想象、夸张的艺术特点。

3.情感培养目标：让学生接近激情、浪漫、诗意和大方。

【教学重点与难点】

一、教学重点

1、从学诗的背诵开始，领悟情感韵律的深化和诗意循环的豪迈气势。

2、借助“剥皮”方法探索这首诗的情感主题。

3、诗歌语言和艺术技巧的鉴赏，感受李白豪迈优雅浪漫诗的形成。

二、教学难点

1、议觉欣赏李白热情洋溢的昂俊逸的诗风。

2、探索本课的情感主题。

【教学方法】

1、朗读法。

2、点调法。

3、自主学习，小组合作。

4、多媒体视频。

[教学时间]

2 课时

【两课教学内容介绍】

This open class is the first class, mainly based on guiding students to learn to recite, to further familiarize themselves with the characteristics of the old poems in Yuefu, and to experience the heroic and elegant style of Li Bai's poetry. On the basis of content analysis and understanding, with the help of "skinning cramps" technique, master the emotional theme of this poem.

The teaching content of the second class is mainly through group cooperation and exploration, so that students can appreciate and taste the language and artistic techniques of this poem, and further understand and master the formation of Li Bai's romantic poetry style.

【First lesson teaching design】

Teaching import:

Based on He Zhizhang's evaluation of Li Bai's "The Difficulty of Shu Dao"-"Son, ban the immortal!" to lead the teaching text.

教学过程：

一、初读text, crude and poetic

(一）, "Shu Dao Di Difficult" problem solving

"The Road to Shu is Difficult" belongs to the old title of Yu Yuefu in the Wei and Jin Dynasties. The content of this song is the difficulty of singing the road of Shu, and the hardship of traveling.

"Yuefu Solving Problems": "Remarks on the obstacles of Shushan." (PPT display)

(二）, check the students’ preview situation

Students read aloud in groups, and the teacher pays attention to their pronunciation and pauses.

(三）, reading guide

1、teacher correct individual sounds that are easy to read.

2、Ask the students: the elements that should be paid attention to when reading aloud.

Reading elements: speed, pause, intonation, light accent, etc. (PPT presentation)

3、Take the first paragraph as an example, the teacher demonstrates and guides the reading.

"Heyueyu...it's hard to go to the blue sky." These two lines dominate the whole poem, and set the tone of the poem's aria. The emotions are bold and unrestrained, so you must read it with great momentum. The use of prose sentences shows that the poet blurted out when looking up to the Shu Road. It also shows the strong sigh. "Heyueyu" is a word of surprise. "Dangerous" and "high", re-emerged in unison, and said that the road of Shu was noble and majestic. "Hu" and "Zai", both can have extended sound. "The Difficulty of Shu Road" can be read smoothly. After a short pause, read the five characters "difficult to climb to the blue sky" in a rising tone. In this way, the theme of the whole poem is self-evident.

"Silkworm Cong and Yufu...then the Tianti Stone Stacks are connected together." This layer writes about the origin of the Shu Road, and should be read with a narrative. The four sentences of "Can Cong" say that Qin and Shu have been separated for a long time, and there is no way to go; the two sentences of "Xidang" say "Taibai Bird Road", which means that no one can climb over-these are all paving the way for the following , Should be read lightly and smoothly. The last two sentences are righteous and should be exaggerated deliberately, just like seeing the shocking scene with your own eyes, indicating that the opening of the Shu Road is a earth-shattering event.

"There is a high standard for the six dragons to return to the sun... with your hands and sit and sigh." This layer closely follows the above, and writes the highness of the Shu Road, which means that although there is a way, it is difficult for people to do it. It should be used. Aria recitation. The two sentences "Shangyou" show the general picture of the Shu Road from different angles. Read them slowly, so that the listener will have the feeling of moving eyes. The stress should fall on the two words "Six Dragons Back to the Sun" and "Chong wave reversal". The two sentences "Yellow Crane" have a feeling of vain. After reading, you can pause for a while to gain momentum for the following. The last four sentences are almost close-ups. They describe people walking on the Qingni Ridge, and they must have the idea of ​​immersing themselves. "Look up and breathe" for a while, then read the last sentence and make a long pause.

4、学生再读.

(四）, question discussion:

1、 "The Difficulty of Shu Road" is an old title of Yuefu, which was originally the difficulty of writing travel. As a member of the Tang Dynasty, Li Bai writes the old questions, is it simple to repeat or is there another innovation?

The highest achievement of Li Bai's poems is the creation of old-themed poems in Yuefu. Can we use the study of this poem to understand Li Bai, a great romantic poet, who inherited and innovated the old Yuefu poem?

2、student group discussion, teacher guidance.

(Let students make a comparative analysis based on the Yuefu poems they have learned since middle and high school.)

3.Achievements display:

4、teacher summary:

The first innovation: the syntactic innovation.

Yuefu poems, especially since the early Tang Dynasty, are generally seven-character archaic poems, but Li Bai is good at mixing various syntaxes such as 3、4、5、7言 to become a miscellaneous style. A large number of prose poems are used, which are jumbled and varied in length. Formed an unrestrained language style. This is the inheritance of the traditions of Chuci and Hanyuefu. The innovation of sentence structure is conducive to the freedom and change of emotional expression, and also echoes Li Bai's uninhibited spirit, pursuing the freedom and liberation of personality. (PPT presentation:)

二、Read the text again, and explore the main idea.

(五）, students listen to the famous master's reading, read aloud again.

(六）The main theme of this poem.

1、老师Question: This poem is titled "The Road of Shu is Difficult". How difficult is this road? What techniques did the poet use to express the difficulties of the Shu Road?

The poet used metaphors and repetitive techniques to directly express: "The difficulty of the Shu Road is difficult to climb to the sky." (PPT presentation)

2、老师Question: Which two keywords are the specific manifestations of the difficulty of the road of Shu?

"High and risky" (PPT display)

3、student group cooperated to analyze the content of this poem from two aspects: "high and risk".

4、Teacher Guidance Summary:

A sigh of the high-risk Shu Road origin (a sigh of surprise)

(Difficult to do) Shu Road is high and steep

The thrilling scenery of Ertan Shu Road is desolate and clear (Er Tan is afraid and worried)

(Awesome) Sinister Mountains and Waters

Three sighs the dangers of the Shu Road, the dangers of the sword pavilion

5、teacher question: This poem mainly writes about the high risks of the Shu Road.什么目的？ Is it purely for the purpose of depicting the scenery or is it something else?

6、student discussion, ask individual students to talk about their views.

7、 Teachers teach students how to "skin cramps" on the basis of student discussions.

Have students mark out the lyrical and argumentative sentences in the essay and form a poem.

8、Achievement display: (PPT display:)

The backbone sentences of the whole poem are gathered:

Hey! The danger is high!

The difficulty of the road of Shu is difficult to climb to the blue sky,

When will you return the Journey to the West?

The difficulty of the road of Shu is difficult to climb to the blue sky,

Well, Hu Weihu, a far-reaching person, come here?

Although Jincheng is happy, it is better to return home early.

The difficulty of the road of Shu is difficult to climb to the blue sky,

Look sideways to the long counsellor!

The theme of the poem: as a farewell friend to Shu, the worry and farewell feeling for the friend to go to Shu.

Hu Zhenheng said in "Li Shitong", "Bai Shu people, they are chanting ears of Shu. To speak of its dangers, but also to guard against it. The righteousness of wind people is far away."

(PPT presentation)

9、teacher summary:

The second innovation: the practical significance of the theme.

Although this poem is based on the old Yuefu title, the content of the poem follows the traditional meaning of the title, but Li Bai's writing expresses the spirit of the times and has a realistic theme.

10、After-school homework:

Group cooperation: commentary intensive reading and recitation intensive reading of the text. Find out language elements, such as word-making, rhetoric, etc., and share learning results. Submit the learning results in written form and be organized by the team leader.

The editor of the high school teaching plan recommends the teaching design of each subject:

Chinese, mathematics, English, history, geography, politics, chemistry, physics, biology, art, music, sports, information technology

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