【教学设计】白露节气古诗教学设计：引导学生感受节气之美与诗意表达

白露节气古诗教学设计——感受秋意的诗意表达

白露节气是二十四节气中的第十五个节气，标志着秋季的正式到来。清晨的露珠晶莹剔透，天气开始转凉，万物逐渐从夏日的喧嚣中安静下来。在语文课堂中，白露节气不仅是自然现象的体现，更是古诗创作的重要意象来源。通过古诗教学，学生能够理解诗人的情感表达和自然观察。

本教学设计面向中小学语文课堂，整体教学目标包括三方面：一是让学生理解白露节气的自然特征，如气温下降、露水明显等；二是掌握古诗中描写自然景物、表达情感的意象手法，如‘晨露、寒蝉、远山’等；三是培养学生的古诗赏析能力，能够结合个人感受理解诗歌意境。

教学流程分为四个环节。第一环节为导入，可以通过播放白露节气的视频或展示图片，让学生直观感受秋意与自然变化，从而引出古诗主题。第二环节为讲授，教师选取白露相关名篇，如《白露》《秋思》等，对诗中意象、修辞手法及作者情感进行讲解，并引导学生发现诗歌中的细腻描写与节气特征的联系。

第三环节为互动。学生可尝试仿写与白露相关的诗句，或进行小组朗诵，分享自己在生活中观察到的白露现象。通过这种实践活动，学生不仅能够加深对诗意表达的理解，还能锻炼语言组织能力和表达能力。教师可在互动中适时点评，鼓励学生运用意象描写自然和情感。

最后一环节为总结。教师引导学生将课堂所学与生活体验结合，思考白露节气对日常生活的影响，如早晚温差、农作物变化等，并鼓励学生在日记或小诗中记录观察所得，培养文化感悟力和语文综合素养。

通过本教学设计，学生在赏析古诗的过程中，既能感受白露节气的自然美，也能体会诗人细腻的情感表达，进而提升语文学习兴趣和文化认同感。

Teaching Design of White Dew Solar Term Poems: Experiencing the Poetic Expression of Autumn

The White Dew solar term is the fifteenth of the twenty-four solar terms, marking the official arrival of autumn. Morning dew glistens like crystals, the weather turns cooler, and nature gradually calms down from the summer bustle. In the Chinese language classroom, the White Dew solar term is not only a natural phenomenon but also an important source of imagery in classical poetry. Teaching poems related to White Dew allows students to understand the poet's emotional expression and observation of nature.

This teaching design targets primary and secondary school Chinese classes, with three main objectives: first, to help students understand the natural characteristics of the White Dew solar term, such as falling temperatures and prominent dew; second, to master poetic imagery techniques used to describe nature and express feelings, such as 'morning dew, cold cicadas, distant mountains'; third, to cultivate students' ability to appreciate classical poetry and understand the artistic conception of poems based on personal feelings.

The teaching process is divided into four stages. The first stage is the introduction, where teachers can play videos or display images of the White Dew solar term, allowing students to intuitively experience the autumn atmosphere and natural changes, thus leading to the theme of poetry. The second stage is instruction. Teachers select famous poems related to White Dew, such as 'White Dew' or 'Autumn Thoughts,' to explain the imagery, rhetorical techniques, and the poet's emotions, guiding students to notice the connection between detailed descriptions and solar term characteristics.

The third stage is interaction. Students can try to write their own lines inspired by White Dew or participate in group recitations, sharing observations of White Dew in daily life. Through these practical activities, students deepen their understanding of poetic expression while developing language organization and communication skills. Teachers provide feedback and encourage students to use imagery to depict nature and emotion.

The final stage is summary. Teachers guide students to connect classroom learning with personal experience, reflecting on how White Dew affects daily life, such as morning-evening temperature differences and crop changes. Students are encouraged to record observations in journals or small poems, cultivating cultural awareness and comprehensive Chinese language skills.

Through this teaching design, students can appreciate both the natural beauty of the White Dew solar term and the poet's delicate emotional expression, enhancing interest in Chinese learning and cultural identity.

从白露古诗看节气美——中小学语文课堂设计

白露，是秋季的重要节气，它提醒人们早晚温差加大，空气清凉，露水渐重。在中小学语文课堂中，白露不仅是自然现象，更是文学创作的重要主题。通过古诗教学，学生可以学习诗歌中的意象运用，理解诗人情感与自然景物的联系。

本课堂设计以白露古诗为核心，教学目标主要有三方面：理解白露节气的自然特征；掌握古诗描写自然景物及表达情感的方法；培养学生的诗歌鉴赏能力和文化素养。

教学流程包括导入、讲授、互动和总结四个环节。导入环节可通过视频展示白露时节的自然景观，或通过教师讲述自身对白露的感受，让学生直观体验节气特征，激发学习兴趣。讲授环节中，教师选取白露相关古诗，如《白露为霜》、陆游的《秋夜将晓出篱门迎凉有感》等，对诗中景物描写、意象运用及情感表达进行分析，帮助学生理解诗歌内涵。

互动环节鼓励学生尝试仿写诗句，表达自己对白露节气的观察和感受，或者进行小组朗诵分享。通过这种方式，学生在实践中体会诗歌的美感，并学会用语言记录生活体验。教师在互动中可引导学生发现诗中意象的多重意义，如‘霜’不仅是自然现象，也可象征思念或孤寂。

总结环节强调将课堂内容与日常生活结合，让学生思考白露对农作物、生活习惯和自然景色的影响，同时鼓励学生在日记、作文或小诗中记录节气体验，形成良好的语文素养和文化认知。

整个教学过程中，学生不仅能够欣赏古诗之美，还能在实践活动中理解节气文化，增强语文学习的兴趣和文化认同感。这种教学方式注重情境体验与互动实践，帮助学生从观察自然到感受诗意，再到表达内心，完成完整的学习闭环。

Exploring the Beauty of Solar Terms through White Dew Poems: A Chinese Language Classroom Design

White Dew is an important solar term in autumn, signaling greater temperature differences between morning and evening, cooler air, and heavier dew. In primary and secondary Chinese classes, White Dew is not only a natural phenomenon but also a significant theme in literary creation. Teaching classical poems allows students to learn how imagery is used in poetry and understand the connection between the poet's emotions and natural scenes.

This classroom design focuses on White Dew poems, with three main objectives: to understand the natural characteristics of the White Dew solar term; to master methods of depicting nature and expressing emotion in poetry; and to cultivate students' ability to appreciate poetry and cultural literacy.

The teaching process includes four stages: introduction, instruction, interaction, and summary. The introduction can use videos showing White Dew landscapes or the teacher's own experiences of White Dew, helping students intuitively feel the solar term's characteristics and sparking learning interest. During instruction, teachers select poems related to White Dew, such as 'White Dew Turns to Frost' or Lu You's 'Reflections on an Autumn Night,' analyzing scene depiction, imagery, and emotional expression to help students understand the content of the poems.

The interaction stage encourages students to try writing lines inspired by White Dew, expressing their own observations and feelings, or participate in group recitations and sharing. This approach allows students to experience the beauty of poetry in practice and learn to record life experiences with language. Teachers can guide students to explore multiple meanings of imagery, such as 'frost' symbolizing both a natural phenomenon and feelings of longing or loneliness.

The summary stage emphasizes connecting classroom learning with daily life, prompting students to consider White Dew's effects on crops, routines, and natural scenery. Students are encouraged to record their solar term experiences in journals, essays, or poems, developing good Chinese language skills and cultural awareness.

Throughout this teaching process, students not only appreciate the beauty of classical poetry but also understand solar term culture through practical activities, enhancing interest in Chinese learning and cultural identity. This teaching approach emphasizes situational experience and interactive practice, guiding students from observing nature to feeling poetry and expressing their inner thoughts, completing a comprehensive learning loop.