Two children argue about Japanese religious plans (1)
course content
Compulsory education curriculum standard experimental teaching material "Chinese" (People's Education Edition) sixth grade volume.
Class record
First, start with the topic and create a learning atmosphere
Teacher: Use? Day? Can you say a word or two about this poem? Health 1: the green hills on both sides of the strait are opposite, and the solitary sails come from the sun.
Health 2: Rizhao incense burner produces purple smoke.
Health 3: The sunshine is warm and the willows are green.
Teacher: there is a product in the chest, and the export contains it. It's good. Are we studying today? Two children argue for a day? ,? Debate? What's in the middle of the word? Words? Answer first: debate (debate)
Teacher: What are we arguing about? (blackboard writing:? ) see for yourself.
Second, read the text for the first time and feel the classical Chinese.
Teacher: How do you feel after reading it?
Health 1: A little embarrassed.
Health 2: Not really.
Third, guide the study of law and understand it in reading.
Teacher: This is a classical Chinese essay. It's normal for me to meet for the first time. Listen to the teacher read and feel. (The teacher reads aloud and the students applaud spontaneously)
Teacher: Thank you. In fact, classical Chinese itself contains rhythmic beauty, and it can be read more than ten times.
Teacher: Do you find anything different from reading modern vernacular Chinese?
Health 1: You read slowly.
Health 2: There are many pauses.
Teacher: Which sentence can you read? Show. Show. (lifelong reading)
Teacher: Yes, I found the feeling. Learn from him. (I have been studying all my life)
Teacher: Very interesting. Everyone reads. (Comment on each other and inspire each other)
Teacher:? Hey? This word is rare. How to pronounce? How did you know? I have been looking for it in the dictionary all my life.
Teacher: Academic research should be so rigorous. But I like to guess first. What is this? Yu? I think I might read you? . I also guessed its meaning.
Health: This is the bottom of the dish, which may be related to utensils.
Teacher: Yes, bold guessing will make your reading happier. Of course, don't forget to be as careful as he is in the end.
Teacher: Read, guess and try slowly. (Students read and understand)
Teacher: I guess while reading, but I still don't understand. Then tell me.
Health:? When the sun rises, I get close to people? Is it because the sun is getting closer and closer when I start to go out?
Teacher: there is no doubt about being a student. Only when there is doubt can you make progress. Ok, look, who can say the meaning of this sentence in their own words? (answer)
Teacher: From which word do you know why Confucius asked? That's why. How did you know?
Health: I saw it in my notes.
Teacher: Reading notes is an important way to learn classical Chinese.
Fourth, focus on reading.
Teacher: When two children were arguing about Japan, Confucius asked him why, but he couldn't decide. What the hell is going on here? (Group cooperative learning)
Teacher: What's the problem?
Health: It has something to do with how far the sun is from us.
Teacher: on this issue, the two children have diametrically opposite views and are tit for tat! Tell me.
Health: A child thinks that the sun is close to people when it first comes out and far away from people at noon.
Teacher:? Going? Precisely
Health:? Going? It's distance, in the notes.
Teacher: Now, you have mastered this method (referring to notes). Be close to people in the morning and stay away from people at noon, should I say? Is it far from Japan and China? What to say can be supplemented according to the previous article. That's good. Contrast is also an important method to learn classical Chinese. Go ahead.
Teacher: Can you use the sentences in the text to express both sides' views? Did you find it? Read it together.
Teacher: One big and one small, please read the changes of the sun with light and heavy. Arguably, rhetorical questions should be read with confidence.
Teacher: What about the other child? (Teaching is the same as above, omitted)
Teacher: The debate is fierce. Let's debate in two groups. (The teacher gestured the key words according to the blackboard.)
Teacher: The teacher has prepared an animation here. I want you to dub it. Do you have confidence? Try it yourself first. (Students recite the text)
Verb (abbreviation of verb) deepens understanding
Teacher: With the development of science and technology today, the problems that Confucius can't solve are no longer problems. Many students consulted relevant materials before class. I asked in classical Chinese: Confucius can't decide, can you decide? Can you answer in classical Chinese? Just try it.
Health: I'm sure I can decide.
Teacher: If you find it difficult to read, you can answer it in classical Chinese. Cheer yourself up!
Teacher: In a day, the distance is one. How simple! What does Confucius still claim to be? Learn more? So what! Do you have a different opinion?
Health: Because there were no instruments such as telescopes in Confucius' time, and science was not so developed, of course he could not know.
Teacher: Oh, you mean to look at the problem in the light of the historical conditions at that time. That makes sense.
Health: It can be said that learning is endless, so Confucius doesn't know a lot.
Teacher: insightful, I have learned. I really need to reconsider. I remember Confucius once said? Knowing is knowing life. Answer: I know if I don't know.
Teacher: He did it!
Teacher: What about your peers? Two children? what do you think?
Health: Two children can observe, think and dare to argue.
Teacher: So-called? Doubt leads to progress? ! Because of them? I don't know that only the exploration of future generations can make us what we are today? Do you know? . Well said! You've seen so many feelings from the beginning, really? Read a book a hundred times to see what it means. .
Sixth, expand homework.
Teacher: There are many things to do after class. (Demonstration exercise) What do you choose to do:
1. If you are willing to share, you can tell the story or recite it to friends around you;
2. If you are good at accumulation, you can write down your feelings in combination with everyone's speech;
If you are good at expressing yourself, you can take the time machine and be Confucius' teacher.
4. If you love philosophical thinking, read Liezi (such as China's classic comic book), where there are many fables.
Comment and analysis
This course will inspire our Chinese teachers how to learn classical Chinese well, with at least the following characteristics.
First, correctly grasp the characteristics of classical Chinese teaching. Article 2 of the overall goal of Chinese Curriculum Standards emphasizes: Understand the richness of China culture and absorb the wisdom of national culture? Classical Chinese is a way to achieve this goal. The Curriculum Standard also requires students? Can read simple classical Chinese with reference books. . Teacher Liu's students' expressions in this class are all answered in classical Chinese at the end, which shows that this class is quite successful.
Second, put reading into practice. Chinese class must have a bright sound of books. Modern vernacular Chinese is inseparable from reading aloud, not to mention that students have no basic classical Chinese at all. In my opinion, only by reading properly can language sense training be implemented and students gain something in a class. According to statistics, the class has read * * * in different forms for 22 times. Students are interested in reading and naturally gain a lot.
Third, pay attention to the use of curriculum resources. After reading this text, students will naturally ask such questions: When is the sun closest to us? Teacher Liu asked the students to check the information in advance, which made them suddenly enlightened. Mr. Liu has not forgotten the characteristics of Chinese class, unlike some teachers who regard Chinese class as a lecture on Sun's knowledge. This is very rare.
Fourth, pay attention to the guidance of learning the law. Jiao Ru? Hey? Let the students guess, guess the pronunciation and guess the meaning by using the word formation rules of Chinese characters. Another example is to guide students to understand classical Chinese according to the notes below the text. However, I think there is something worth discussing: we should give full play to our teaching wit and improvise. In the blackboard, teacher Liu designed it first? So what? With what? Can't decide? And then what? Is it far? And then what? Nearby? Stick it in. This is a good thing. However, a student has already said this question when talking about feelings before. I think if the teacher put it in time? Is it far? And then what? Nearby? Writing on the blackboard sounds better, so you don't have to follow your own design strictly, you can adapt it at random.
Comment on the evaluation
I think this evaluation has the following highlights. One is to measure a class by curriculum standards. Let teachers and listeners know how to use curriculum standards to guide our teaching. An evaluation like this is measured by the relevant requirements of classical Chinese in the curriculum standards. In this way, teachers and listeners will also understand whether this class is good or not.
The second is to reflect the characteristics of the discipline. In many class evaluation, we often find that class evaluation is divorced from the subject characteristics, such as how to speak Mandarin, how to write on the blackboard, how to teach and so on. Although these are also the contents of the evaluation, they are not the main contents. They are the requirements that every class should meet, and they are * * * sex rather than personality. This evaluation clearly points out that Chinese class should pay attention to reading, improve students' sense of language, and inspire teachers and listeners.
The third is to put forward your own views. These views can be advantages or disadvantages. Of course, no matter what kind of point of view, it must make sense. This requires the evaluator to have a certain theoretical level, otherwise the opinions put forward will not be welcomed by the public and will not be good for teachers and listeners.
Two children arguing about Japanese lesson plans (2)
Teaching material analysis: The debate between the two children on the same day was selected from Liezi? Tang asked. It tells the story that Confucius met two children on the road arguing about when the sun is far away from people and when it is close to people. The two sides held their own opinions and argued endlessly. Even a learned man like Confucius could not rule, and he was laughed at by two children. The story shows that the two children are good at observing and reasoning, and also shows Confucius' attitude of seeking truth from facts. This classical Chinese not only describes things clearly, but also contains truth and makes people think deeply.
The purpose of learning this classical Chinese is to let students perceive the language characteristics of classical Chinese and understand the thoughts of the ancients; Understand the content of the story, guide students to understand the truth in the article, and get some inspiration from it.
Design concept: the most basic way to learn classical Chinese is reading aloud, and the best way is reading aloud; The emphasis is on reading, and the difficulty is also reading. Therefore, reading aloud must ensure time and quantity. It is necessary to read more intensive reading classes, so that students can feel and understand in reading, thus enriching the accumulation of Chinese, cultivating language sense and developing thinking.
Teaching objectives:
1, guide the students to dredge the full text according to the after-class notes and understand the story.
2. Guide students to read and recite the text correctly and fluently.
3. Guide students to understand key words and feel the scientific attitude of two children who are good at observing, reasoning and seeking truth from facts.
4. Help students study? Jar, who, you? Three can read and write? Hey, who? Two can write.
Teaching emphasis: guide students to read and recite texts correctly and fluently; Understand what is written in the article and the truth contained in it.
Teaching difficulty: Let students read the meaning of each sentence with reference to their notes.
Class schedule: 1 class hour
Instructional design:
First, reveal the topic and read the questions
The book "Two Children Debate on the Day" that we are studying today is an ancient prose. (Title on the blackboard: Two children debate on the same day) Look at the topic together, understand: debate? Debate, debate, Day? The sun.
Student question: Two children are quarrelling. What are they arguing about the sun?
Let the students look at the questions together first, and then pass, right? Debate? And then what? Day? Understand the words, guide the students to understand the questions and ask questions? Two children are arguing about the sun. Let students study with questions, which can stimulate students' interest in learning.
Second, read the text for the first time and understand the main ideas.
1, the teacher reads the text. Speak slowly, pause appropriately, read the charm of ancient Chinese, and let students understand the meaning of the text.
To guide the reading methods of classical Chinese: first, we should slow down the reading speed, second, we should pause appropriately, and third, we should read the tones of different sentences.
2. Students read the text by themselves, read the text correctly and smoothly, point out the difficulties in reading aloud, and the teacher helps solve the difficult sentences.
3. Read the text, refer to notes after class, look up the dictionary, and try to understand the meaning of sentences in the text.
4. The students retell the story, and the teacher improvises according to the students' retelling.
5, repeated reading, * * * with the feeling of ancient prose? Beautiful rhythm? In order to achieve the effect of familiar reading and pave the way for in-depth understanding of the text.
To learn ancient Chinese, we must first read well, thoroughly and thoroughly, and then seek understanding and translation. ? Reading a hundred times, its meaning is self-evident? . With the help of annotations, students of this ancient prose can basically understand it by themselves. When students don't understand individual sentences, the teacher will give appropriate guidance. In this kind of teaching, teachers should trust students and actively create opportunities and conditions for students to learn independently.
Third, read the text and understand the sentiment.
1, teamwork, discovery? Debate? Views and reasons.
2. Check the learning effect and read the text.
(1) Write on the blackboard while the students report the opinions and reasons of the two children respectively.
? Debate? My opinion: a son said:? I am close to people when the sun rises, but far away at noon. ? Another child thinks that the sun is far from the sun when it rises, and it is closer to people at noon.
? Debate? Reason: A son said:? The beginning of a day is as big as a hood, and the middle of a day is like a plate. This is not small for people far away, but big for people near.
A son said:? At the beginning of the day, it is desolate, and during the day, it is like exploring soup. This is not hot for people near, but cool for people far away.
(2) Because the two children have different views and look at the sun from different angles, they see different phenomena. According to their own observation, the two children proved their reasons. Let's read their own opinions and reasons in groups.
(3) Guide students to read repeatedly.
Through group cooperation and class communication, students can find out the opinions and reasons of the two children, and think that it is reasonable for the two children to read repeatedly.
3. implementation? Debate? .
(1) Do you understand? Debate? The meaning of. (arguing, arguing, refuting)
(2) Students read two children repeatedly? Debate? The content of. (Two children's respective views and reasons)
(3) teamwork? Debate? .
Intense? Debate? It's about to start. In order to win this game, please cooperate with your team members and practice hard.
(4) Please invite two students to take the stage as two children? Debate? The teacher played Confucius in a friendly way, and the teachers and students staged a debate between two children.
4. Rational treatment? Confucius can't decide? .
(1) Who does Confucius agree with? Against who? Students read the sentences in the text.
(2) Introduce Confucius and guide students to talk about it, right? Confucius can't decide? Scenery.
3 for? Confucius can't decide? Express your opinions, feel Confucius' scientific attitude of seeking truth from facts, and realize the endless truth of learning.
? Debate? This link skillfully reproduces the situation of the story, making the plain and static words tangible; Students turn passive into active and actively participate in learning activities, which not only effectively enriches students' language accumulation, activates thinking and develops language, but also deepens students' understanding and perception of the text.
Fourth, evaluate the characters and express their feelings.
1. After reading the text "Two Children Debate Day", do you like these two children? Why? What do you want to say to Confucius?
2. Write your own feelings according to the actual situation.
The purpose of evaluation is to improve students' ability to grasp the characters as a whole, and at the same time improve students' ability to understand the ideological connotation of the works. Therefore, asking students to talk about two children and Confucius and write down their feelings can stimulate students' thinking consciousness and express their wishes. When students understand Confucius? Knowing is knowing, and not knowing is not knowing? Through a scientific attitude of seeking truth from facts, we can contact our own life reality and apply what we have learned to achieve the teaching objectives of this course.
Five, try to recite, try to do? Learn by heart? .
Sixth, assign homework and extend after class.
1, copy new words.
2. Consult relevant information and answer the questions raised by two children with scientific knowledge.