我用残损的手掌 导学稿

《我用残损的手掌》导学稿学习目标：1.通过反复诵读感悟诗歌的感情线索，理解诗中艺术形象蕴含的情感2.通过对诗歌对比手法的运用及表达效果的分析，深层把握诗歌的主题。3.体会诗人对苦难祖国的深切关注和真挚爱恋，培养学生的爱国情感。学习重点：通过诵读感受作者的情感。学习难点：理解在艺术形象中蕴含情感的手法。学习时间：1课时前置性学习：一、基础学习1.自查资料，了解戴望舒及本文的写作背景。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2.学生默读全诗，掌握下列字词。灰烬（）锦帐（）荇藻（）蓬蒿（）憔悴（）蝼蚁（）3.有感情的朗读这首诗，体会诗人情感。提示：这首诗语言口语化，押韵灵活错综，读起来有一种沉郁顿挫的音乐感．很确切地表现了诗人的情怀。诵读中要注意体会停顿和重音。二、内容探究1.理清文章思路，分别说说每一层写了什么内容。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2.有感情地朗读课文，找一找这首诗描写了哪些具体形象？作者借此抒发了怎样的感情/________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3.诗歌从内容上可分为两部分，每部分抒发了诗人怎样的情感?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2 4.体会诗人用“残损的手掌”“摸索”祖国土地时的种种感觉，说说诗人内心深处情感的变化起伏。________________________________________________________________________________________________________________________________________________________________________________5.作者感情的变化，具体体现在诗中一些起修饰作用的词语上，这些词语有些是消极、冷色调的，有些是积极、暖色调的，请同学们找出这些词语，并说说诗人这样写有什么表达效果。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________6.这首诗中，很多句子写得非常生动形象，请同学们用自己喜欢的方式读诗，从中选择你最喜欢的一句谈谈你的理解。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________7.找出诗中的比喻句，分别说明其含义。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________8.分别说明诗中运用暗示．烘托．对照手法的语句有何表达作用。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________三、课堂研讨1．学生一起诵读全诗后，合作研讨：(1)这首诗描写的对象很多，而读起来却不觉芜杂，这是为什么?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(2)诗歌两部分的写法各异，试作简要分析。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2．学生熟读背诵全诗，深层领会诗中艺术形象的内涵。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3．拓展延伸。诗人往往把情感寄寓在具体的形象上，使抽象的心绪具有可感性。借鉴这种写法．联系生活体验，写几句富有诗意的话，抒写自己的一种感情(如“思念”“悲伤”“欢欣”等)。课后作业1.本课出现的生字词每个三遍，写在作业本上。2.背诵本诗，并抒写自己的一种感情，300字左右。2