One: Say the article
(A) the status of the article and the characteristics of the text:
Chinese readers? Clear mountains and rivers? In part, I sorted out five articles, namely, Xinzhulou in Huangzhou, Kuaizai Pavilion in Huangzhou, Entering Shu, Zhu Xi of Ren Guanglu and West Lake in July and a half. These articles (travel notes) draw on a wide range of materials, or describe famous mountains and rivers, or describe local conditions and customs, with vivid language and beautiful images. The description of landscape in the article contains profound humanistic connotation, which can improve students' Chinese literacy and cultivate their aesthetic ability.
The story of Kuaizai Pavilion in Huangzhou describes that Su Zhe came to Huangzhou (where his brother Su Shi lived in exile) after being demoted, boarded Kuaizai Pavilion, enjoyed the spectacular scenery, indulged in the landscape and talked about himself, his brother and the people who built the pavilion. From here to there, growing up, he brought it up? Calm, not hurt by things? Broad-minded attitude towards life is of great significance to the cultivation of students' emotions, attitudes and values.
The content of this paper is clear, and all kinds of information can be seen at a glance, which is conducive to improving students' ability to screen information and analyze the content of the article in classical Chinese reading; There are also important notional words, function words and special sentence patterns in the college entrance examination, which is of great help to students to accumulate knowledge of classical Chinese and improve their translation ability of classical Chinese sentences.
(B) Teaching objectives: according to the requirements of the new curriculum standards? We should start from a center and focus on one category to improve students' Chinese literacy for the development of each student? , combined with the characteristics of this topic, I set the learning goal of this lesson as
Knowledge goal: to master important real words, function words and sentence patterns in classical Chinese, and to be proficient in translating texts. Ability goal: correctly understand sentences, improve the translation ability of classical Chinese sentences, and master? Five words? Translation method. Emotional goal: to experience the broad-minded and unhappy attitude towards life embodied in the article.
(C) Teaching focus: the accumulation of content words? Sick, when did you win? Grasp the meaning of function words? With what? The meaning and usage of, understand special sentence patterns, translate classical Chinese sentences, and consolidate? Five words? translation methods
(4) Teaching difficulties: understanding the broad-minded and unhappy attitude towards life embodied in the article.
Second, the oral teaching method
According to the new curriculum concept, students are the main body of learning and development. In this class, I adopted the following teaching methods:
Use preview, lectures and exercises to integrate resources inside and outside the class, and strive to realize the teaching methods of implementing basic knowledge, cultivating ability and literacy, and students' autonomous learning.
Three: the method of speaking and learning
The new Chinese curriculum standard advocates students' autonomous learning, cooperative learning and inquiry learning, that is, students experience in the process of learning. Therefore, before class, students should be fully prepared (clear the writing obstacles, understand the author and related background), give full play to students' main role in class, stimulate students' sense of questioning and discrimination, and pay attention to independent, cooperative and inquiry learning methods.
The overall mastery of the text can be accomplished by reading aloud, drawing circles and analyzing and comparing, and the accumulation of classical Chinese knowledge and the translation of sentences can be consolidated by using knowledge cards and exercises.
Fourth, talk about teaching ideas.
According to the new curriculum standards, let students do a lot of Chinese practice activities, and try their best to make students independent, cooperative and inquiry. The specific approach is:
1. Read articles, collect materials, translate articles with reference books and word notes, and cooperate with preview to achieve a breakthrough in understanding the first-level learning objectives.
2. Make full use of student groups, share resources, cooperate in learning, learn from each other's strengths, and achieve a breakthrough in understanding the secondary learning objectives. 3. Through classroom teaching and after-class correction, communicate with teachers and students, thoroughly solve the remaining problems, and achieve a breakthrough in understanding the three-level learning objectives.
Five: Talking about the teaching process
Step 1: Introduce the problem-solving and get to know the author and background.
I don't know whether it is coincidence or fate. A pair of brothers came at different times because of the same fate. Huangzhou? One hangs on the red cliff,
One boarding? Quick booth? One is nostalgia here.
One wrote about travel? Remember? Brother's name? Su Shi?
Brother's name? Su Shi?
Let's walk into Su Zhe's Huangzhou Kuaizai Pavilion.
Preview results show that:
Know the style of this article? Remember? . Review what you have learned before? Remember? The content of the article, and then summarize? Remember? What kind of style is it? Review, think and summarize (student activities)
▲ The word Su Zhe lived in seclusion in Yu Ying waterfront in his later years, hence the name. He studied Zen and finally got posthumous title. His prose is fluent and simple, just like himself. His collection of works is called, the outlook on life is deeply influenced by his father and brother. He is called Su San with his father and brother. They are all eight masters in Tang and Song Dynasties.
▲ The reason why Su Shi was defamed is that,
Design intention: break the subject, apply common sense of literature, stimulate students' enthusiasm for learning, form a relatively complete concept of knowledge, preview the display of results, and let students understand the Chinese content? Suddenly enlightened? The feeling of)
The second step: self-study and overall perception.
(1) Students read the text aloud and find out the key sentences in the text by drawing circles (the change of the Yangtze River, the reason why Kuaizai Pavilion was named, the author thinks the key to keeping happy).
In terms of content, the front and back thinking are closely linked and promoted at different levels: in terms of sentence patterns, they are integrated and patchy, and they are coherent and catchy to read.
(2) What is the author's attitude towards life? Broad-minded, indomitable and unhappy?
Review the writing background: I wrote it when I was demoted.
Appreciate the scenery description in the article: the spectacular scenery shows the author's mind.
Appreciate the third paragraph and the important sentence: be calm and not hurt by things.
(3) Analysis and comparison method: compare the main idea of Yueyang Tower with this article and two articles.
(4) Extension: Su Zhe's outlook on life is deeply influenced by his brother Su Shi. They are congenial brothers and literary friends who appreciate each other. We might as well review Su Shi's works we have studied before, savor them carefully and appreciate whether the DNA of the two articles is the same.
Design Description: The application of various teaching methods will form teacher-student interaction, deepen students' understanding of the text from point to point, and strive to achieve it? A stone stirs up a thousand waves? The teaching effect of. )
Step 3: Use the exercise draft to consolidate the above classroom results, strengthen the accumulation of classical Chinese knowledge and improve the translation ability of classical Chinese sentences.
1: consolidate exercises (see exercise drafts 13 and 14) to understand the content of the article deeply.
Question 13: all belong to? Quick booth? The reason for naming is ()
That is, southwest Shandong is the pavilion to see Jiang Sheng, with rough waves and clouds.
The change is sudden, the temptation is shocking, and I can't see it for a long time.
The ups and downs of mountains, the ranks of vegetation, the smoke disappears and the sunrise disappears, and the fishermen and firewood can all be indexed.
The coast of Changzhou, the market in the old city, Cao Mengde and Sun Zhongmou, Zhou Yu and Lu Xun.
If the wind comes, the king will put on his lapel.
Question 14, the following is incorrect understanding of the article ()
A Because you can enjoy the thrilling scenery from this pavilion, you can also overlook it, and the houses of fishermen and woodcutter can be clearly counted, which makes people feel relaxed and happy, so it is called? Quick? .
B The author thinks that Meng Zhang is not depressed in adversity, but can indulge in mountains and rivers and find the joy of life, which shows that he has an extraordinary mind.
C rolling mountains, vast forests, breezes and bright moons are all scenery that will make literati feel sad, then? Quick? That's not right.
D Happiness or sadness is determined by people's mood. People will feel happy as long as they are open-minded and don't change their true nature because of foreign things.
(Design Description: This teaching step enables students to develop a kind of consciousness when reading classical Chinese: reading backwards)
2 accumulation of classical Chinese knowledge: notional words? Sick, when can I win? , function words? With what?
Conduct targeted exercises (see exercise drafts 1 1 and 12).
In the following sentences, the incorrect explanation of the added words is ()
A glanced at the river's victory, and B took it with his chin.
Where will c go, not the disease? D among them, there are people who surpass others.
In the following sentences, the word with the same meaning and usage is ()
Once a river leaves Xiling, it will be leveled.
Prince Zhao Yan has a long history.
The reason why the king of Chu was happy.
This is why there is no reason to spread the name of Shi Zhongshan in the world.
C makes them not complacent.
In other words, if it gets out, it will be accused.
D it's better to be adaptive than to look at all directions and listen to all directions
Zhidan is based on Jing Qing.
(design description? Do the questions to consolidate the meaning of words and consolidate the method of guessing the meaning of words)
3. Translate classical Chinese sentences (see the exercise draft 15 for four sentences, involving flexible use of parts of speech, ancient and modern synonyms and inverted sentences).
The change is sudden, and my heart is at a loss. Translation:
During the day, the ship appeared in front of it, and at night, the ichthyosaur wailed under it.
Translation:
Scholars are born in the world, so they are not complacent. Where will they go instead of getting sick? Make it calm, not hurt by things, why not hurry up?
Translation:
The teacher concluded that Su Shi and Su Zhe came with political frustration and got the students' thinking about what to do.
1 An attitude towards life that we can learn from the text. (Combined with your real life)
Give me some famous words. Teachers and students * * * See if the following famous saying reflects the author's attitude towards life in this class.
(1) However, as long as China keeps our friendship, heaven will remain our neighbor.
A gentleman is poor, who wants to meet today without paying for drinks?
People have joys and sorrows, and the moon has ups and downs.
(2) Since ancient times, no one has died in life, and staying in Danxin is a historical matter.
My smile goes from the horizontal knife to the sky and stays in the liver and gallbladder.
(3) It's not frozen. How can plum blossoms smell sweet?
Design intention: Let students talk about their own experiences in combination with reality, so as to arouse their thinking about life and help them understand? Broad-minded? In the attitude towards life, quote famous sayings to encourage * * *. )
We accumulate knowledge of classical Chinese in this class.
(Design intention: The purpose of summing up and thinking is to let students strengthen and review the content of the text and strengthen the digestion of important and difficult points)
Do your homework after lesson 8? Gain and loss? Writing a complex narrative for a topic requires a comprehensive use of various expressions. Can you make up a story, like Tao Yuanming's "Don't bend over for five buckets of rice"? Su Shi and others. You can also write about yourself.
(Design intention: Let students combine their own life experiences, gain a deeper understanding of life from the study of the text, and get a stirring aesthetic baptism, which is also the embodiment of paying equal attention to humanity and instrumentality in classical Chinese teaching. )
Reflections on the teaching of Huangzhou Kuaizai Pavilion I have attended this text twice, and this year is the third time. I really want something new. However, as soon as I stood on the podium to give a lecture, my innovative design died before it was halfway through, facing my classmates with poor foundation. A very simple example, I intend to let the students summarize the main idea of each paragraph after reading the text. I think it is easy for students to sum up the main idea of this simple article. Even if they can't summarize it in their own words, at least they can find some general sentences from it. But as soon as I asked a question in the so-called key class, Grade Two (15), there was silence immediately below. I can really hear the sound of a needle falling to the ground. After my repeated guidance, the students were finally able to say the answer I wanted, but five minutes passed, which greatly exceeded my expectations. So, I'm a little anxious about the next procedure. After class, I feel like a failure. I really want the students to think for themselves, but the students' reaction really disappointed me.
But can this completely blame the students?
We students began to learn classical Chinese from junior high school. As far as I know, most teachers speak classical Chinese in a series of lectures. Students are very passive in learning, and even the middle school exam questions are memorized. Most of the classical Chinese questions are original texts, which, to some extent, connive at teachers' irrigation and students' memorization. The result of long-term irrigation and rote learning is that students have formed a mindset about learning classical Chinese, without thinking, just rote learning. As a result, I still studied like this in high school. But the test questions in high school are very different from those in junior high school. As a result, the students were dumbfounded at once, the old methods were ineffective, and the new methods were not mastered, so students generally had a fear of classical Chinese. The more afraid you are, the worse you learn. The worse you learn, the more afraid you are, forming a vicious circle.
In fact, I used to use full-time irrigation, because this method is the most efficient in the class. Under the premise of tight class hours, heavy tasks and poor student foundation, full-time irrigation is the best choice. However, the most serious consequence of this practice is to dampen students' autonomous learning ability and make them continue to have trust in teachers. Without the teacher's explanation, you can't understand classical Chinese, even if you can understand it yourself, you don't want to think about it. Over time, it is natural that the reading comprehension ability of classical Chinese is low. Therefore, the silence in class can't be entirely blamed on the students. I am also a teacher with great responsibility.
In view of this, I decided to start with the third lesson "Biography of Fangshan Zi" and try to make students analyze the text independently in groups to arouse their enthusiasm and initiative in learning. The reason why I want to start from the third class instead of the second class is because I want to give students some buffer and preparation time. I want to divide the students into groups according to their Chinese scores, let them draw lots to choose the texts to be analyzed, let them know the basic requirements for writing lesson plans, and make some preparations for possible problems in the course of attending classes, so I am going to let students teach classical Chinese independently from the sixth week. I am no longer the master of the right to speak, but I want to be an audience and a guide.
I look forward to the success of this attempt.