【部编版】第4课《你是人间的四月天》ppt课件-精致版

标题文本,正文级别 1,正文级别 2,正文级别 3,正文级别 4,正文级别 5,#,你是人间四月天,林徽因,你是人间四月天林徽因,1,1、理解、积累“轻盈、娉婷、鲜妍”等词语，背诵诗歌。,2、感知诗中意象，理解诗人情感。,3、学习多感官角度写作的手法。,学习目标：,1、理解、积累“轻盈、娉婷、鲜妍”等词语，背诵诗歌。学习目标,2,林徽因（19041955），原名林徽音，福建闽侯县人，出生于官宦世家，建筑学家、作家，为中国第一位女性建筑学家，同时也被胡适誉为中国第一代才女。,她的文学作品包括散文、诗歌、小说、剧本、译文和书信等。,【部编版】第4课你是人间的四月天ppt课件-精致版,3,冰心：“她很美丽，很有才气。”,在沈从文眼里，她绝顶聪明。,“,一身诗意千寻瀑，万古人间四月天,。”是金岳霖为她作下的挽联。,徐志摩为她轻吟空灵的诗句，曾感慨道：“我欲于茫茫人海中找寻灵魂唯一之伴侣，得之，我幸，不得，我命。”,冰心：“她很美丽，很有才气。”徐志摩,4,【部编版】第4课你是人间的四月天ppt课件-精致版,5,【部编版】第4课你是人间的四月天ppt课件-精致版,6,【部编版】第4课你是人间的四月天ppt课件-精致版,7,字词,_：形容女子的姿态美,_：鲜艳美丽,_：古代帝王、官员戴的帽子,娉婷,鲜妍,冠冕,娉婷 冠冕 鲜妍,嫩绿 呢喃,字词_：形容女子的姿态美娉婷鲜妍冠冕娉婷,8,感知文本,欣赏你是人间的四月天视频，思考以下问题：,诗人为表达爱，选取了哪些意象？在文中划出来。这些意象有什么特点？,意象：光艳的春、轻灵的风、黄昏的夕阳、云烟、细雨点、星子、鲜妍百花、月亮、鹅黄嫩绿的枝桠、白莲、呢喃的燕子温暖的四月天。,特点：清新自然、光艳多变、轻灵美好、轻柔妩媚、充满生机、,感知文本欣赏你是人间的四月天视频，思考以下问题：,9,你最喜欢诗中的哪一句或哪一节？说说你的,提示：从意象、写作手法分析。,善选意象、清新美好；,善用修辞，活泼灵动；,韵律优美；,多感官描写。,你最喜欢诗中的哪一句或哪一节？说说你的提示：从意象、写作手法,10,诗人在写最后一节中调动了哪些感官来描写？,视觉：一树一树的花开,触觉：是暖,听觉：燕在梁间呢喃,诗人在写最后一节中调动了哪些感官来描写？视觉：一树一树的花开,11,诗歌小结：,诗人借助四月天这一_的意象，用轻快的节奏，书写对生命的爱，抒发诗人_。,温馨美好、洋溢生机,心中满满的爱、温暖和希望,诗歌小结：诗人借助四月天这一_,12,汤之盘铭曰：,“,苟日新，日日新，又日新。”,（,礼记,大学,）,汤之盘铭曰：“苟日新，日日新，又日新。”,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,【,赏析,】,商汤王刻在盥洗盆上的箴言说：“如果每天能洗干净自己身上的污垢，那就应当天天清洗，这样一天一天地保持下去。”,这句话以沐浴自新比喻道德日进，从勤于省身和动态的角度强调了及时反省和不断革新以加强思想革命化的问题。它展示的是一种革新的姿态，驱动人们弃旧图新。,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,20,创造宣言,20 创造宣言,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,学习目标,1.,学习运用具体事例及理论论据批驳错误观点的方法。,（重点）,2.,体会文章的语言特色：大量排比句的运用及其作用。,（难点）,3.,领悟创造精神对个体发展以及社会进步的重要作用，做一个有创造力的人。,（重点）,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,作者名片,陶行知,(18911946),，安徽歙县人，教育家。他终身致力于中国教育的改造，探索中国人民教育的新路。他在实践中创立了“生活即教育”“教学做合一”“社会即学校”为中心的教育理论，被誉为“人民教育家”。,主要作品,有,中国教育改造,中国大众教育问题,等。,作者名片 陶行知(18911946)，安徽歙县人，教,背景链接,创造宣言,是伟大的人民教育家陶行知先生所著。在这篇课文中，陶行知先生否定了“不能创造”的种种错误看法，提出了“处处是创造之地，天天是创造之时，人人是创造之人”的观点。激励每一个人时时、处处要去创造。文章虽然写于,1943,年，但在改革开放、社会发展迅速的今天，我们学习这篇课文，仍然具有积极的现实意义。,背景链接 创造宣言是伟大的人民教育家陶行知先生所著,生难字,中,伤（）懒,惰,（）,遁,词（）,鲁,钝,（）,懦,夫（）,豢,养（）,灌溉,（）繁,殖,（）自,暴,自弃（）,预习测评,zhn,du,dn,dn,nu,hun,un i,zh,bo,生难字中伤（）懒惰（）遁词（,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,词语解释,诬陷别人使受损害。,比喻作文或说话时在关键地方加上精辟的语句，使内容更加生动传神。,因为理屈词穷而故意避开正题的话。,自己甘心落后，不求上进。,山和水都到了尽头，比喻无路可走陷入绝境。,根据词语的意思写出课文中的词语。,【,中伤,】,【,画龙点睛,】,【,遁词,】,【,自暴自弃,】,【,山穷水尽,】,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,自由朗读课文，理清文章的层次。,整体感知,第二部分（,2,4,）：,正面阐述教育者的创造在于创造出真善美的人及创造值得自己崇拜之创造理论和创造技术。,第一部分（,1,）：,开门见山，发出“让我们继续创造”的宣言。,自由朗读课文，理清文章的层次。整体感知 第二部分（2,第三部分（,5,12,）：,列举事例，批驳人们不愿创造的错误认识，阐述“处处是创造之地，天天是创造之时，人人是创造之人”的观点，并发出不要轻视点滴的创造的号召。,第四部分（,13,、,14,）：,引用“东山樵夫”的故事，阐述失去创造力后的可悲下场。,第五部分,(15,、,16),：,发出呼吁,勇于创造。,第三部分（512）：列举事例，批驳人们不愿创造的错,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,课文解读,创造主未完成之工作，我们接过来，继续创造。,开篇点题，直接引出文章的论点,创造。,文章开头段有什么特点？,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,教育者不是造神，不是造石像，不是造爱人。他们所要创造的是真善美的活人。真善美的活人是我们的神，是我们的石像，是我们的爱人。,三个“不是”强调“教育者”创造的对象。,排比、比喻,：把“真善美的活人”比作“神”,“石像”“爱人”，说明教育者把他们看得十分神圣重要。,教育者的创造