As a conscientious people’s teacher, you often need to prepare lecture notes, which help improve teachers’ theoretical literacy and ability to control teaching materials. So the question is, how should we write the course manuscript? The following is a sample lesson paper for rural students in April that I compiled for you (5 general articles). I hope it will be helpful to you. "April in the Countryside" Lesson Manuscript 1

Teaching materials:

"April in the Countryside" is the sixth group of the second volume of the fourth grade textbook published by the People's Education Press, which focuses on "walking into the countryside and loving the countryside." "An ancient poem from the special topic "Three Ancient Poems". The poet Weng Juan used line drawing to describe the scenes of the Jiangnan countryside in late spring and early summer, which showed the poet's love and appreciation for the rural scenery, as well as his praise for working life and working people.

Based on the characteristics of the teaching materials and combined with the academic situation, the following teaching objectives are established:

1. Correctly read and write the new word "sericulture", and read, recite and write ancient poems emotionally;

2. Use micro-lessons and annotations to understand the main idea of ??the poem, and understand the poet’s love and appreciation for the rural scenery and his praise for working life and working people;

3. Use micro-lessons to guide students in self-study Study ancient poetry, cultivate interest in reading ancient poetry, and develop a good habit of active accumulation after class.

The key points and difficulties of teaching are:

1. Through repeated reading, multiple experiences, and micro-lectures to guide students to understand poetry;

2. Grasp Key words and phrases to appreciate the charm of poetry.

Preaching method:

Adopt micro-class learning method, reading and comprehension method, and cooperation and communication method.

Talk about the teaching process:

Before class, let students watch the micro-lecture, do advanced exercises 1, and conduct in-depth preview of the text. Classroom teaching is divided into the following five links.

The first is to introduce situations and present topics. Play micro-lessons about visiting rural areas, where teachers and students exchange experiences and present a topic: three ancient poems. Read the topic together.

The second is to read ancient poems for the first time and read out the rhyme of the poems. Read the first two poems and show them two poems. Read the poem title by name. And say how you feel. Then let the students read these two ancient poems freely two or three times, paying attention to the correct pronunciation of the characters and reading the poems thoroughly. Then read it by name, and students will make their own comments to get the correct pronunciation. And check the new words "silkworm" and "mulberry", and correct them with the camera. Guide to writing Chinese characters. Then read the second poem with the name in a correct and interesting tone. Advanced Communication Exercise 1.

The third is to understand poetry and feel poetry. First, students freely read the first poem with questions. What do you feel from the poem? Then write one or two sentences in the report: Beautiful scenery; three or four sentences: People are busy. The first sentence of the courseware is shown. What picture does the communication seem to see? What colors are there? What would be "green"? What is "white"? Provide micro-lessons to experience "the mountains are full of green and the rivers are full of white". Names are expressed through reading. The courseware shows the second sentence to let students feel what they see. Provide a micro class to show the scene of "the rain is like smoke in the sound of Zigui". Show pictures and quotes about sericulture. From the poems and these scenes of raising silkworms, you can feel the hard work of raising silkworms and the diligence and busyness of farmers. We will provide the "Four Seasons Pastoral Miscellaneous" micro-course on "busy" to let students experience busyness and share what you would be busy with if you were one of them. Finally realized the joy of being busy.

IV. Assign homework and expand:

1. Watch the micro-lectures after class and learn "Pastoral Miscellany in Four Seasons"

2. Collect descriptions Poems about pastoral scenery.

Talking about writing on the blackboard:

The writing on the blackboard uses its content as the structure, which is clear at a glance, followed by the poet’s thoughts and feelings. Let student farmers be diligent and happy.

Post-teaching reflection:

As a research project on the use of micro-classes to carry out classic recitation, the purpose is how to use micro-classes to improve the efficiency of classic recitation.

1. Cultivate students’ self-learning ability through micro-courses. Pre-learning is a good strategy that is easy for students to accept, but it must be accompanied by advanced exercises.

2. It is also very effective to provide micro lessons at difficult points in teaching.

3. When learning the first poem, bring out the second poem to effectively reduce the pressure in the second lesson.

4. In the advanced communication practice session, it effectively embodies the emphasis on the unity of Chinese humanities and tools advocated by the new curriculum concept. Rural April Talk Lesson 2

The ancient educator Confucius said: "If you don't learn poetry, you can't speak." This sentence has great significance today, because the language of ancient poetry is refined, the emotions are strong, and the rhythm is It is vivid and has beautiful artistic conception. It guides students to learn some ancient poems, which can cultivate their sentiments, enrich their imagination, and cultivate their interest and sensitivity in language.

The content of my lecture is "April in the Countryside" from the fourth grade volume "Three Ancient Poems" of the "Compulsory Education Curriculum Standard Textbook".

1. Teaching materials.

"April in the Countryside" is an intensive reading text in the sixth unit of the seventh volume of Chinese language for primary schools published by the People's Education Press. It was written by Weng Juan, a poet from the Song Dynasty. This poem uses line drawing to describe the scene in early summer in rural areas in the south of the Yangtze River.

The main purpose of selecting the article into the textbook is to allow students to feel the poetic pastoral scenery and experience the earthy, natural and simple rural life through reading the text, and thereby generate love and yearning. Learn the author's expression methods and enrich your own language accumulation.

According to the requirements of intensive reading of the text and the characteristics of students learning ancient poetry, I determined the knowledge and skill goals of this lesson to be:

1. Be able to recognize the word "silkworm" and write "silkworm" "mulberry" is a new word.

2. Able to recite poetry emotionally, recite poems proficiently, and write accurately.

3. Be able to understand the meaning of the poem and be able to tell the main idea of ??one or two lines of the poem.

4. Accumulate other poems describing pastoral scenery.

The goal of moral education is to make students love the interesting countryside through the teaching of this poem.

The goal of aesthetic education is to enable students to feel the beauty of rural pastoral scenery through reading this poem.

2. Preaching method

As a fourth-grade student, I have been exposed to a lot of ancient poems and can basically read aloud correctly. I can roughly understand the general idea based on the annotation content and have a preliminary understanding of it. Teachers should guide students to achieve their cognitive level, how to allow students to have a deeper taste and understanding of the beauty of the language of ancient poetry and the beauty of its content, and how to improve students' aesthetic abilities. Regarding the content of this poem, rural life is a good psychological entry point for our rural students.

This poem describes the unique scenery of the Jiangnan water town in early summer. It has the same characteristics as the environment we live in. This is something we should guide students to feel during teaching. In the teaching design of this lesson, reading, guessing, thinking, and understanding are the main lines of my teaching methods.

3. Teaching and Learning

As the saying goes, “It is better to teach a man to fish than to teach him to fish.” When they first come into contact with ancient poetry, they are asked to recall the methods of learning ancient poetry in the past, and then tell their classmates that we will still follow this method to learn ancient poetry in this class. Read smoothly and correctly, and then mobilize the children's instinct for play, move their little hands and feet to match the rhythm of the poem, and read the poem into a catchy nursery rhyme. Then, train students through the understanding of the poet's hidden words and words. The ability to comprehend language and characters, and then further requires children to read pictures in poems, mobilize children's imagination to understand the content of poems, and write pictures in poems, so as to understand the poet's emotions.

4. Teaching process

Introducing passion; understanding the title of the poem; introduction to the author; overall perception; knowing the poetry, understanding the meaning of the poem; sublimation of perception; extended reading. The above is the teaching process of this section, allowing students to learn this ancient poem step by step, understand the artistic conception of the ancient poem, and learn this ancient poem. Rural April Talk Lesson 3

In my usual teaching of ancient poems, I teach them one poem at a time, one poem at a time. After listening to Teacher Wang's class, I realized that two poems can be so cleverly integrated in one class, which is novel and effective. Today, Teacher Shen challenged herself again and tried to use this method to teach ancient poetry. I admire Teacher Shen’s spirit of daring to try very much.

In class, through flexible and ingenious teaching design, in a distant situation, from shallow to deep, multi-dimensional feelings, and active reading, she aroused children's understanding of the beauty of the language and artistic conception of ancient Chinese poetry. Arouse students' deep love for Chinese classical culture. Her classes are smooth and fresh.

Based on the whole teaching idea, let me talk about my thoughts:

She divided the whole class into three parts for teaching.

The first section: integration. After reading the two poems "April in the Countryside" and "Four Seasons in the Pastoral" for the first time, the teacher asked the students to talk about the same pictures that these two poems left for you, so as to refine the word "busy". This link is "seeking common ground." I thought: Since it is "seeking common ground", each child may pronounce "同" differently. Besides "busy", what else are the same? After reading carefully, I found that the poems of the two poets are actually filled with a relaxed and joyful atmosphere. "April in the Countryside" is full of pictures and makes readers intoxicated. The first two sentences focus on the scenery: Green Plains, Baichuan, Zigui, Misty Rain. A few strokes outline the unique scenery of the water town in early summer, which is full of sound and color, static and moving. The last two sentences describe people, describing people's nervousness and busyness. "Four Seasons of Pastoral" writes that everyone is busy, but they are all happy, and the tone is high-spirited. In other words, both poets used poetic vision to discover the beauty in life and worked hard to reproduce this beauty. Because of this, they wrote such beautiful and interesting poems, and let readers feel the rich poetic feeling. However, this "sameness" may only be felt by very few students after reading the text for the first time. If we follow the teacher's idea and let the students focus on feeling "busy", then "April in the Countryside" will lack the beauty of artistic conception: "Four Seasons in the Pastoral" will lack the beauty of interest. So I think, if there is a similarity in this poem after the first reading, it would be the word "beautiful".

The second section: points. First feel the busyness, tension and vividness of people in "April in the Countryside", and then feel the busyness and happiness of people in "Four Seasons in the Pastoral". When teaching two poems, the teacher does not deal with them completely side by side, but "looks forward and backward".

She used several words to closely connect the two poems, such as "Are people in April in the countryside just busy sericulture and planting fields? What else are they busy with?" It is a natural transition to the study of the second ancient poem. , students understand invisibly that the two poems are actually intrinsically connected.

In teaching, Teacher Shen skillfully uses the teaching strategy of "raising elephants": "In April in the countryside, some people are busy... some are busy... some are busy..." "Zigui Flying here seems to be saying... Zigui flying there seems to be saying..." By raising the image, he returns to the poem "This is exactly: there are few idle people in the countryside in April, sericulture is planted and fields are planted"; "What do they do in the dew; what do they do in the scorching sun; what do they do in the sunset and dusk?" and so on. By raising the image, we return to the poem "The fields are cultivated in the day and hemp is planted at night, and the children of the village are responsible for their own homes." As Teacher Wang commented: First use the image, then return to the poem, use words to confirm, use words to express, from pictures to words. In the past, when I was teaching ancient poems, I often explained them word for word, sentence by sentence. Although the students understood the meaning of the poem, I couldn't explain the poem anymore, which was really embarrassing.

The third section: combination. After feeling the artistic conception of the two poems, the teacher asked the students to find the differences between the two poems. When the students mentioned that they both write things, the teacher continued to ask the students to think: they are both writing things, what is the difference between the two? This question continues to trigger students to think deeply. Suhomlinsky once said: Deep in the heart of a person, there is a deep-rooted need: that is, he always wants to be a discoverer, explorer, and researcher. In the spiritual world of children, this need is particularly strong. . In the last part of "seeking differences", I felt this more deeply. Later, the teacher summarized "different" into "line drawing" and "close-up". During the course of listening to the class, I felt that this formulation was very good and it felt very profound. After listening to Teacher Wang's class evaluation, I realized that this was inaccurate and there was a problem in interpretation. So after listening to the class, I looked for some information and tried to find the biggest difference between the two poems, or what the writing characteristics were.

Guo Zhiming, a special teacher of Chinese language in middle schools, wrote this in his book "The Eternity of Poetic Beauty - A Comparison of Excellent Ancient Poems with the Same Title":

Fan Chengda's poem is written by It’s busy farming in summer. The first two sentences are written in terms of time, highlighting the word "busy"; written in terms of content, they are also the word "busy"; written in terms of workers, they also express the word "busy". These two sentences have already exaggerated the atmosphere of busy farming from many angles and fully expressed the scene of busy farming. It will be difficult to write further. What to do? The poet is very ingenious. In the last two sentences, he immediately abandons the above topic, puts aside the village children who can "work in the fields" and "raise hemp", and focuses the camera on the ignorant "children and grandchildren" with unique insight. Namely those children. Logically speaking, children don't know anything. No matter how busy the adults are, they will only play by themselves. However, the ignorant children behaved very wisely. The act of "learning to grow melons" was precisely due to their consideration for adults and being infected by the lively atmosphere of the busy farming season. And if children are like this, the busyness of adults is even more fully demonstrated. It is from this perspective that the poet expresses the busy farming atmosphere more enthusiastically and the artistic conception of the poem more interestingly. Moreover, this layout avoids the shortcomings of being straight and rigid, and makes it winding and fascinating.

The scene in this poem reminds me of "Qing Ping Le Village Dwelling" written by Xin Qiji: The eldest son is hoeing beans to the east of the stream, and the middle son is weaving a chicken coop. His favorite child is rogue, lying at the head of the stream peeling off lotus pods. They are all so interesting!

The book continues to mention: Weng Juan’s poems about busy farming scenes are not limited to writing about busy farming, but are good at outlining the beautiful scenery of the countryside and describing picturesque scenes, so that the beauty of life and the beauty of nature can be fully integrated. Fusion into one creates an artistic realm of blending scenes. The first two sentences of the poem describe the scenery, using "green" to write "mountain" and "white full" to write "chuan", showing people a magnificent and beautiful picture of mountains and rivers, and "the sound of rain in the sound of Zigui" The sentence "like smoke" vividly depicts the unique scene of early summer. The plum rain does not stop and the rain does not stop, which highlights the arrival of the busy farming season from the side. This scene is very beautiful, and farmers working in such an environment have a special interest in their busy schedule.

After reading the above two paragraphs, I think that one of the writing characteristics of the two is the blending of scenes, and the other is full of interest.

On the whole, I think this class was a success. I can also try to use this method to achieve an efficient classroom of ancient poetry in the future. It is said that "the whole determines success or failure, and the details determine the excitement." So what are the details in this lesson that you need to pay attention to in the future?

1. Let students read for a while.

The teaching of ancient poetry is inseparable from reading. Reading is a kind of ability, which can only be obtained through reading.

Let students read for a while, which is to pay attention to the reading itself and find ways to make students read well and read well. When reading ancient poems for the first time, students must read them accurately and thoroughly. Be sure to read more if it is difficult to read. For example, in the sentence "After harvesting silkworms and then inserting fields" in "April in the Village", "le" is a polyphonetic word, and "sericulture" is both a flat tongue sound. The first one is a front nasal sound, and the second one is a back nasal sound. The word "plug" is followed immediately. Tongue sound. This sentence is rather difficult to read. It seems that there is a little less time to read two ancient poems fluently and to understand the charm of the poems in 2 minutes.

2. Let students write for a while.

In class, we often ask students to practice small writing exercises.

Sometimes when I see a classmate who has written well, I ask her to stand up and read. This is tantamount to telling other children not to write. Children's speed may be fast or slow, and their level may be high or low. If we ask one child to stand up and speak quickly, most children will not listen to the child's answer, and their train of thought will be affected by the teacher's sudden interruption.

Let students write for a while, which means giving each student enough time to write. Not only write, but also communicate and comment, point out the advantages, point out the shortcomings, and give opinions, only in this way can you gain something. For example, let the children imagine and write about what children in ancient times might be busy with. Some children said they were flying kites, playing, etc., but these children actually did not feel the lively farming atmosphere in the article. If the interesting artistic conception in poetry can also flow out in their writing, then such writing practice will be fruitful.

Thank you, Teacher Shen, for leading us to appreciate this beautiful pastoral scenery and leading us into this realm where "people are full of achievements and live poetically on the earth" Rural April Lectures Textbook 4

1. Narrative teaching materials:

"April in the Countryside" is one of the sixth unit "Three Ancient Poems" in the second volume of the fourth-grade Chinese language published by the People's Education Press. The poet Weng Juan used line drawing to describe the beautiful scenery of Jiangnan countryside in April and the scenes of people busy working, showing the poet's love for the rural scenery and his praise for the working people. The purpose of this selection of this article is to lead students into the countryside, appreciate the pastoral customs, and inspire students to yearn for and love pastoral life, so that they can be influenced by beauty.

Combined with the unit theme, according to the characteristics of the text, and based on the three dimensions proposed in the new curriculum standard, I determined the following teaching objectives:

1. Read and recite ancient poems correctly, fluently and emotionally.

2. Use annotations, illustrations, imagination and other methods to understand the main ideas of ancient poems.

3. Study ancient poems and understand the author's love for the rural scenery and his sympathy and praise for the working people.

Important and difficult points in teaching:

There are paintings in the poem "April in the Countryside" and poems in the paintings. Therefore, I will combine annotations, illustrations, imagination and other methods to interpret the poetic meaning and enter the poetic realm. Determine it as the teaching focus of this lesson. Reciting ancient poems, understanding the author's feelings, and establishing a outlook on life in which labor creates a better future are identified as the teaching difficulties of this course.

2. Preaching method:

The teaching method I plan to use in this lesson is the teaching method, the conversation method, the situation creation method, and the reading and comprehension method. The lecture method facilitates teachers to impart knowledge systematically and gives full play to the teacher's leading role; the conversation method shortens the distance between teachers and students, mobilizes students' initiative to participate in the classroom, and better highlights the students' dominant position. Today's students rarely have the opportunity to go into the countryside and participate in labor. Based on this, I cleverly set up situations to bring students into the picturesque countryside in April, into the bustling labor scene, and feel the beauty of the countryside. The hard work of the villagers. Guide students to "think" while reading, "imagine" while reading, and "feel" while reading.

3. Lecture method:

The "New Curriculum Standards" clearly states that students are the main body of Chinese learning. Therefore, in Chinese teaching, I strive to put students in the center of the classroom. Implement the guiding ideology of "returning the initiative in learning to students" and advocate the learning method of "autonomy, cooperation, and inquiry". The specific learning methods used are reading aloud and discussion methods, and students are guided to understand with the help of illustrations, annotations, bold imagination, etc. Poetic insights allow students to develop good reading habits using their hands and brains during reading.

4. Teaching process:

My teaching process for this lesson is: exciting conversation, introducing new lessons; first reading ancient poems, reading out the rhyme; studying ancient poems, imagining and understanding Love; assign homework, expand and extend.

(1) The conversation is exciting and introduces new lessons.

As the saying goes: Interest is the best teacher. Therefore, this link aims to stimulate students' interest in learning, bring them closer to the text, and lay the foundation for subsequent learning.

(2) Read ancient poems for the first time and read out the rhyme of the poem.

Reading correctly and fluently is the prerequisite for understanding ancient poems. In this link, I first ask students to read by themselves and read correctly and fluently. The teacher randomly provided guidance on the easy-to-pronounce "sericulture" and "LE" to clear obstacles for in-depth study of the text, highlight the instrumentality of the Chinese subject, and then guide students to read the rhythm and rhyme of poetry accurately.

(3) Study ancient poems and imagine and understand emotions.

Mr. Ye Shengtao said: The fundamental purpose of Chinese teaching is to enable students to read on their own. The "New Curriculum Standards" clearly states: Reading teaching is a process of dialogue between students, teachers, and texts, and reading is a personalized behavior of students. Teachers' analysis should not replace students' reading practice.

In this link, I give full play to the students' initiative, use illustrations, annotations, and bold imagination to understand the poems, and guide the students to experience the vitality of April in the countryside using the core words "Bian" and "Man" as the starting point. Beautiful and touching, read aloud affectionately, read out the poetry and the meaning of the painting, and improve students' language perception.

Students’ responses to materials are diverse. In teaching, attention should be paid to the edifying role of language, the value orientation in the text, and students’ unique reading experience should also be respected.

Therefore, when studying the last two sentences, I created situations based on the students' self-reading and self-realization, excavating the students' life accumulation, experiencing the busyness of April in the countryside, the diligence of the villagers, and the author's praise of the working people, and then guiding the students, Inherit the glorious tradition and establish the outlook on life that labor creates a better future.

(4) Assign homework and expand.

As a teacher, teaching ancient poetry must lay a good foundation for students' life, so the first assignment I designed was to recite and write "April in the Countryside" silently. The second assignment is to combine the understanding of ancient poems, develop bold imagination, and write about April in the countryside in vivid and vivid language. Combining reading and writing extends learning from inside the classroom to outside the classroom.

Blackboard writing design:

The blackboard writing shows the core content of the poem and the poet’s thoughts and feelings. Strive to present classroom content clearly and deepen what is learned in class. Lesson Notes on Rural Areas in April 5

I am very honored to be able to study in Xinzhou, a place surrounded by water and mountains, in April when the mountains are full of green. Although I have just finished enjoying the wonderful classroom teaching of the ancient Chinese poem "April in the Countryside" by Teacher Xiang Xianli from Anchang Primary School for the fourth grade of elementary school, and I haven't had time to organize and consume it, the sound of the rules in my ears, the busyness of the folks in the distance Figure, I have more understanding of Teacher Xiang’s class. Everyone just appreciated that throughout the class, the teacher used sincere language, friendly tone, encouraging words, gentle expressions, and expectant eyes to effectively control the teaching process. Students are like bathing in the spring rain, reading beautifully, imagining, or expressing, all showing great vitality. I think such an amiable teacher must be deeply liked and loved by his students. "If you are close to the teacher, you will believe in his teachings."

First of all, Teacher Xiang’s class structure is simple and complete, which is basically consistent with poetry teaching.

The teacher designed the following links: introduction to problem solving - first reading of ancient poems to clear word barriers - concentrating on understanding the text and understanding the meaning of the poem - ingenious understanding of the artistic conception - enhancing emotions. The steps are simple, highlighting the idea of ??simplifying the classroom structure and optimizing the teaching process for teachers.

Secondly, the teaching methods are diversified

1. The methods stimulate students’ interest. Let students feel the scene of "White Manchuan" and "Rain Like Smoke". Students can't help but sigh "Wow" and "Ah", and then the beauty of the poem has been imprinted in their hearts. It will be much easier to express the meaning of the poem in their own words. .

2. Pay attention to method guidance. ① Guide students to read, for example, before the first reading, ask students how to read ancient poems, answer them, read the pronunciation of the characters correctly, read the rhythm, and express emotions, etc. Polyphonetic characters such as "Le" are pronounced according to their meaning. ② Instruct students to remember: Show the picture of "silkworm" to introduce the ancient people who considered silkworms to be the best insects in the world. Ask students what method you are going to use to remember this word, and use the same method to remember the word "mulberry". ③ Guide students to learn: In the study of ancient poems, first clear the word barriers, and then comprehend the meaning. On the basis of understanding, understand the artistic conception of the poem, enter the poetry appreciation, step out of the poem to praise the people around you, and integrate the poem into life, so that students will have methods to follow when learning poetry in the future.

Once again, Teacher Xiang’s class puts students in the dominant position.

We see that the teacher does not talk endlessly throughout the class. He always organizes and guides appropriately so that students can understand the meaning and artistic conception of ancient poems through questioning, reading, imaginative communication, etc. When it is time to stand at the front of the line, the teacher "does his duty"; when it is time to line up in the middle of the line, the teacher follows the trend; when it is time to stand at the back of the line, the teacher quietly follows. Under the teacher's guidance, it is not difficult to see that the students' understanding of the text does not involve the teacher's indoctrination, but a large number of readings, from reading to understanding. In just forty minutes, free reading, named reading, joint reading, and cooperative reading between boys and girls were used. Forms such as group reading and cooperative reading better reflect the insights and perceptions during reading. Develop a sense of language while reading, and be influenced by emotions while reading. What I especially appreciate is that Teacher Xiang cleverly caters to the characteristics of ancient poetry, "paintings in poems, poetry in paintings" and "sound and color". For example, "What does Jiangnan look like in my imagination?" "What colors would you use if you painted a poem or two?" "What other sounds do you hear from the last two sentences of the poem?" cultivate students' image thinking and language expression abilities.

"Development", and the new curriculum standards also emphasize that: Chinese is a mother-tongue education course; students should be allowed to master the rules of using Chinese in a large number of language practices. The practicality of Chinese is to be expanded to all activities related to students' language and speech. has expanded to include activities related to students’ cultural life.

Always make students’ own language practice activities the most basic and common means for them to learn Chinese. Lay a foundation for students’ subsequent and lifelong development. Based on this, I have the following opinions for everyone to discuss. First, Teacher Xiang’s method of guiding students to understand the meaning of this ancient poem is not very appropriate, which is contrary to the requirements of the new curriculum concept. The new curriculum concept requires that learning ancient poems requires students to self-perceive the artistic conception of the poem and understand the author's thoughts and feelings on the basis of repeated recitation, rather than simple text translation. Students must understand each word according to the teacher's pattern.

Such teaching methods will imprison students' thinking, let alone inspire students to write poems. Second, teachers should carry out appropriate expansion and extension on the basis of guiding students to learn this ancient poem, so that students can accumulate and collect more similar ancient poems. Third, teachers should guide students to use reference books in a rational, beneficial and measured manner in learning, so that learning aids can play their due role.