Case background
"Preface to the Pavilion of Prince Teng" is a wonderful and wonderful article that has been sung through the ages. But at the same time, it is a difficult text to write in teaching. It is an excellent chapter of parallel prose, but it has many allusions and simple diction, which often brings certain difficulties to students' reading comprehension. To this end, students should be asked to carefully read the text annotations to clarify the meaning of the text; for some difficult-to-understand places, students should be urged to look up relevant dictionary information to deepen their understanding. These tasks are fully and necessaryly emphasized in students' pre-class preparation. Considering that students in science classes are not very enthusiastic about looking up information below, we directly give preview questions.
During study, make full use of the characteristics of this article such as sentence pattern parallelism, phonological harmony, and gorgeous diction to enhance understanding and recitation. When reciting, in addition to paying attention to the changes in sentence patterns, you also pay attention to the division of rhythm in each sentence. The understanding of literary meaning focuses on the meaning and function of several allusions used in the fifth paragraph. To understand content words, use the characteristics of sentence patterns to understand.
The in-depth exploration questions focus on the author's emotional changes and appreciation of scene description and lyrical famous sentences.
Case title
Traditional Chinese teaching is almost a monologue by the teacher alone. The teacher’s explanation and indoctrination replace the students’ thinking and speaking, so students lack initiative in Chinese learning. and autonomy, completely passive acceptance and mechanical memory. Chinese teaching under the guidance of the new curriculum concept requires the construction of a conversational Chinese classroom. In the "conversational" Chinese classroom, the relationship between teachers and students is no longer a subject-object relationship of teaching and receiving, indoctrination and acceptance, but a spiritual dialogue and exchange relationship. In the atmosphere of classroom dialogue, both teachers and students are in a free and open state of mind. They can fully express their opinions without being bound by the teacher's preset problems and inherent concepts. While exchanging opinions, they can enhance their existing feelings and awareness to achieve a higher and deeper level of understanding.
The teaching of ancient prose has always been a difficulty in Chinese teaching. How to conduct in-depth conversational communication and discussion on the basis of students independently solving the words of the article and initially understanding the content of the article is the core issue in this case.
Case process
First lesson
1. Arrange students to preview before class.
1. Read the text carefully, use the reference book to solve the words, and summarize the words in the article.
2. Organize the historical allusions involved in this article.
3. Understand the historical legends about Tengwang Pavilion and enrich cultural knowledge.
3. Review the stylistic knowledge of "Preface" and review "Preface to the Lanting Collection".
4. Try to sort out the context of the author's emotional changes in the article, understand the reasons for the author's happiness and sorrow in connection with the author's life experience, and compare this emotional change with the emotional changes of Wang Xizhi in "The Preface to the Lanting Collection".
5. Find and analyze the sentences in the article that describe the scene or express emotion that deeply moved you.
Instructions: This step is designed to guide and facilitate students' dialogue with the text. When facing textbooks, students should not wait for the teacher to teach and give them a template for memorizing content. Rather, it is about having an autonomous dialogue with the text without any preconceived notions. Pay attention to your own feelings, experiences and experiences during the dialogue with the text, laying the foundation for subsequent teacher-student dialogue and student-student dialogue. This step is quite important.
2. Author and solution.
Ask students to introduce Wang Bo’s life story. The teacher makes it clear:
1. Wang Bo passed the examination at the age of 14 and was awarded the title of Sanlang. When he was a student of King Pei, he was expelled for writing "A Call to King Ying's Chicken". When he entered Shu to replenish Guozhou and joined the army, he was executed for killing an official slave Cao Da Dang. He was pardoned and expelled. His father was also demoted to the rank of Jiaozhi Ling.
2. Wang Bo, Yang Jiong, Lu Zhaolin, and King Luo Bin were collectively called "King Yang Lu Luo". Also known as the "Four Heroes of the Early Tang Dynasty".
3. Solution:
(1) Wang Bohe's "Preface to the Pavilion of Prince Teng": In the autumn of the second year of Shangyuan (675), Wang Bo went to Jiaozhi to visit his father. When passing by Nanchang, he was In time for the completion of the new Tengwang Pavilion built by the governor Yan Boyu, a banquet was held at the Tengwang Pavilion for guests on the Double Ninth Festival. Wang Bo went to visit him. Governor Yan had heard of his reputation and invited him to attend the banquet. Governor Yan hosted this banquet to show off his son-in-law, Bachelor Meng, to everyone. Ask the son-in-law to prepare a preface in advance and write it as an impromptu composition during the dinner for everyone to read. At the banquet, Governor Yan asked people to take out pen and paper, pretending to invite everyone to preface the event. Everyone knew his intention, so they all declined to write. However, Wang Bo, a young man in his twenties, did not refuse, took the pen and paper, and started writing in public. The boss of Governor Yan was not happy, so he stood up from his clothes, transferred the money to his account, and asked others to see what Wang Bo had written. When I heard that Wang Bo wrote at the beginning: "The old county of Yuzhang, the new mansion of Hongdu", the governor said: It's just a cliché. I also heard that the stars separated from the wings and the ground connected to the Henglu. I pondered and said nothing. When he heard "The setting clouds and lonely birds flying together, the autumn water and the long sky are the same color", the governor had to admire and said: "This true genius should be immortal!".
"The Biography of Talented Scholars of the Tang Dynasty" records: "Bo happily played the goblet to the guests, and he did it in an instant, without adding any words, and the whole house was shocked." ?
(2) Preface: The concept and type of preface
(3) Four Famous Buildings: Among the many cultural landscapes, some landscapes are unique because of the travel poems written by historical celebrities. a special meaning. For example, "I want to see a thousand miles away and reach a higher level", the Yellow Crane Tower, "The Yellow Crane is gone and never returns, and the white clouds linger in the sky for a thousand years", and Fan Wenzhenggong lamented: "Be worried about the world first, and then the world will be over." The joyful Yueyang Tower and the Tengwang Pavilion where the sunset and solitary swans fly together, the autumn water and the long sky are the same color. They are famous all over the world because of these famous sayings, and are called the four famous buildings in ancient China.
Note: This step is mainly for students to show what they have learned before class and to engage in dialogue between students. In addition, students' preview results are recognized and stimulate their interest in further learning.
3. The first link.
Reading aloud: Listen to students read aloud for the first time, orthographic pronunciation, and read clear sentences.
The second reading requires an appreciation of the beauty of phonology.
During the third reading, pay attention to the beauty of artistic conception, that is, the beautiful scenery in the text and the author's emotions.
The teacher points out the stylistic features and the varied sentence patterns used in the article.
Description: Deepen your understanding of the text by reading aloud, and understand the stylistic features and the beauty of the rhythm of prose through reading. This is a direct dialogue between students and the text, as well as a shallow perceptual dialogue between students and the text. During the reading aloud, students subconsciously feel the beauty of language and artistic conception of the article. They have a vague perceptual understanding of the article. Although the students still cannot tell what is good about the article, through the introduction of the author's specific process of writing this article and his own reading, he has the feeling of "eternally beautiful article" and has a feeling in his heart. I have a strong love for the article and admiration for Wang Bo's talent and learning. In this way, the in-depth discussion of the content of the article later is the real dialogue between students and teachers. Rather than just indoctrination from the teacher.
4. The second link: clarify your ideas.
The entire title of this article is "Farewell Preface to Prince Teng's Pavilion in Denghong Mansion in Autumn". This preface should be regarded as a gift preface rather than a book preface. The reasons for getting together and dispersing, the experiences gained from climbing high, the greetings of distinguished guests, the aspirations and interests of old acquaintances and new friends, etc. are all the proper meanings of the preface. How to formulate an idea, how to choose a structure, and how to choose a structure are the foundation of writing. Wang Bo's innate intelligence was like a gift from a good hand. Look at the whole text, from place to people, from people to scenery, from scenery to emotions, proceed step by step, and closely follow the meaning of the title. The article was written as a farewell, but it only briefly described the grand banquet in a few words, and devoted all its efforts to writing about the scenery seen when climbing the pavilion and the emotions arising from the scenery. This broke away from the usual convention of praising and socializing in farewell articles. , and opened up a new path of its own. Structural diagram:
The first paragraph: Hongfu, with majestic terrain, rare products,
outstanding talents, distinguished guests and hosts
Second and third Paragraph: Describe "Ascending the Pavilion in Autumn", the magnificent pavilions and the beautiful scenery of mountains and rivers,
Autumn scenery is characteristic and dazzling
The fourth and fifth paragraphs: Deduct "Farewell", the banquet is a grand occasion , encounters in life
Learn from the past to encourage the present, and the poor will become stronger
The sixth and seventh paragraphs: "Farewell", self-narrating the experience, thanking the host and introducing the guest
Description: This step focuses on strengthening the dialogue between students and the text. Under the premise that students can read aloud freely, let students try to clarify the ideas of the article. This is actually tracing the author's thoughts based on his words. Because the author's thinking is also an important factor that determines the quality of the author's work. Whether an article can stand out and become a wonderful and wonderful article that will be passed down through the ages also depends on whether it has an unconventional framework structure. The writing idea can be said to be the framework of the article and the external structural support of a tall building. Tomb-like hills cannot highlight the majestic momentum of tall buildings and pavilions. Therefore, the author has hills, mountains, rivers, and plateaus in mind, and a corresponding foundation is needed.
5. The third link: Through the above analysis, let the students read the text together, carefully understand the language of the article, and explore the changes in scenic spots, victorious friends, scenic spots, and the author's emotions. Free discussion:
1. What are the characteristics of the mountains, rivers and pavilions described by the author?
2. What kind of banquet event did the author write?
3. The author What kind of changes has the author's emotions experienced?
4. What is the reason for the author's emotional changes?
Note: This step focuses on giving time for students to have a full dialogue. It can deepen students' understanding of the text, tap into their innermost emotions, and then achieve a dialogue between students and the text at a higher level.
6. The fourth link: assignments
After class, find your favorite scene-describing or lyrical sentences from the article and analyze them. In addition, use the famous sentences of this article? The ducks are flying together, the autumn water is the same color as the sky? Compare it with other sentences about the scene where water and sky meet.
Lesson 2
1. Appreciation: ?The setting clouds and solitary swans fly together, the autumn water and the long sky are the same color. ?
1. This sentence is a famous sentence that has been passed down through the ages, and it is also the most shining sentence in this article. According to legend, after the governor Yan left with a puff of his sleeves, he stood up hale and hearty after hearing this sentence and said: "This true genius should be passed down to immortality." ?Ask students to describe the picture shown in this poem in their own words. Pay attention to the harmony and beauty of the artistic conception, the imagination should be natural and vivid, and the colors should be bright.
Teacher summary: The setting clouds come down from the sky, and the solitary owl comes from bottom up, so it is called Qifei; the autumn water is blue and reaches the sky, and the long sky is pure and reflects the water, so it is called One Color.
2. There are many sentences written by predecessors about the scene where water and sky (or heaven and earth) meet. Read the following sentences and talk about the good points of Wang Bo’s sentences.
The clouds look like mountains, and the water looks like the sky. (Yuan Hong's "Ode to the Eastern Expedition")
The wind and smoke are all pure, and the Tianshan Mountains are beautiful. (Wu Jun's "Book of Thoughts with Zhu Yuan")
The sky and water are close to each other, and the mountains and clouds are in the same color. (Xiao Yi's "Ode to the Slut's Autumn Thoughts")
Falling flowers and twigs fly together, and willows and spring flags are the same color. (Yu Xin's "Ma She Fu")
The flags are as high as the clouds and the Han Dynasty, and the sharp edge is as clear as the frost and the sky. (Shi Sengyi's "Pingxin Dewbu")
The teacher made it clear: Wang Bo used the second sentence of the couplet to express this scene, depicting a vast background, where the water and sky are the same color. Among them, dotted with red clouds and wild ducks, forming a brightly colored picture.
3. Previous people have pointed out that Wang Bo's syntax comes from "Falling flowers and zhigai fly together, willows and spring flags are the same color". ? (Yu Xin's "Ma She Fu"), try to compare the two sentences.
?Falling flowers and twigs are flying together, and willows are the same color as the spring flag. ? (Yu Xin's "Ma She Fu") seems to be artificial, and the artistic conception is not as beautiful and moving as Wang Bo's. Yu Xin's fallen flowers fly together with the car hoods painted with mushrooms in the cavalcade, which is not a natural association. Wang Bo writes about red clouds fluttering in the sky and wild ducks soaring in the red clouds, creating a contrast between red and white in the blue sky; the inanimate sunset glow and the living birds appear side by side, creating a more vivid and lively picture that surpasses even the predecessors. Far.
2. Analyze the process of the author’s emotional changes.
While appreciating the sentence "The setting sun and the solitary owl fly together, the autumn water is always the same color as the sky", a classmate asked: Why does the setting cloud fly together with the solitary owl instead of a group of them? ?What we see in many pictures are many ducks flying high and low together in the sunset. Is this description inconsistent with the actual scene? This is a good question. In fact, let's look at the next sentence: "The fishing boats sing late, ringing on the poor and impoverished shores, the wild geese are frightened by the cold, and the sound breaks off the Hengyang Pu", which consciously or unconsciously reveals a kind of sadness. Why is there a dark background behind the brightly colored scenery?
Some people say that the lament for a frustrated life is the essence of this article.
It can be said that the joy Wang Bo showed at the beginning was just a temporary feeling. It was really just a feast. The polite greetings to the guests and hosts in the end were superficial. 》, these are not enough. What is enough to see is that "the lost people" have a strong desire to live in peace under the sun, and they are eager to look forward to "How old is the propaganda room?"; what is enough to see is the people who have bad luck and have a bad life. , while painfully and generously cheering and cheering for myself, I will always be stronger and poorer and stronger. What is remarkable is that those who are willing to write can have no way to find a job, so they have no choice but to travel thousands of miles in the morning and dusk. despair. You can only experience the unbearable ups and downs behind the smile, the vicissitudes behind youth, and the scars after glory. This kind of emotion is the most real, and this kind of sadness through the ages is the real charm of the article.
Note: This part is a dialogue between students and the teacher on the premise of fully understanding the ideological content of the article. This kind of in-depth dialogue is very rare. It also requires students to put in considerable effort in understanding the article, sorting out their own thoughts, and then organizing their own language. Teachers develop students' understanding skills by providing a platform for interpretation.
3. Write to Wang Bo, one or two sentences are acceptable.
Note: Asking students to write two sentences to Wang Bo is not so much a dialogue between students and Wang Bo across time and space, but rather a self-dialogue after students understand and think deeply about the content of the article.
Case Analysis
This case strives to embody the teaching concept of "dialogue classroom". The author believes that the areas worthy of recognition include:
First of all, students’ pre-class previews have a clear direction under the guidance of the teacher’s questions, and they can implement the preview work. In addition, the collection of extracurricular materials can also be carried out effectively under the guidance of teachers. This lays a good foundation for students to achieve dialogue between classmates and teachers and students.
Secondly, in the process of classroom communication, the teacher is no longer a teacher, but a listener and participant. This creates an equal and open classroom atmosphere.
Especially based on mutual discussions and exchanges, students raised very creative and valuable questions. This should be an in-depth dialogue between teachers and students in the classroom, and also a reflection of students' real active thinking about problems. This greatly stimulates students' enthusiasm for further learning and thinking. It is much better for students to listen without interest than when the teacher talks dryly. Students' appreciation of articles should be more in-depth and thorough.
Third, students are emphasized to write in class and after class. The process of writing is a process of self-sorting. It is also a process of deep self-dialogue among students. Here, students turn learning into a conscious and rational process.
Areas worth exploring for improvement:
1. How can students effectively master pre-class preparation within a limited time? After all, most students’ learning still remains in traditional acceptance. In terms of style, habits are very stubborn.
2. How to resolve the contradiction between real “conversational” communication and the possible herding phenomenon is still an ongoing problem. A teacher who is a little impatient or a student who is a little lazy may fall short.
3. The idea for improvement is to communicate and exchange more ideas with students so that students can take action effectively.