Although a class is only forty-five minutes, the time spent by the teacher is far more than that! Teachers should write lesson plans in advance, so how to write lesson plans in senior one Chinese? The following is how to write the Chinese teaching plan for grade one in senior high school that I compiled for you. I hope you like it!
Self-reading introduction of how to write 1
1. Understand and appreciate Shi Tiesheng's perception of "life".
2. Grasp the clues of the article.
3. Taste the quiet, dense and lyrical language of the author.
(Commentary: All Shi Tiesheng's works, including prose and novels, run through a point, that is, "the interpretation of life", especially this one, which is the representative work of Shi Tiesheng's prose. Reading this article can be said to follow the author's life. The article is longer. Therefore, it is important to grasp the clues. The impact of the article on our emotions and our inner beating are all conveyed through language. )
Self-reading program
1, read the full text silently, initially perceive the content of the article, understand the author's feelings, and summarize the two main points.
Clear: The first part, write about the ancient garden scenery and my ideas. The second part is about the memory of my mother and my understanding of her life.
2. Let students think deeply and read while thinking. What is the idea of abstracting and summarizing the full text?
Clarity: the main idea of this article is: ask for an answer. The first half is pursuit, and the second half is solution.
Remind students to pay attention to these sentences in the first part, "I have been for hours ... why am I born?" "The rest is how to live, but this is not ... to see your soul." This is actually the overall clue of all the thoughts and ideas of Shi Tiesheng during his five years in the Garden 15. In other words, this is the "problem" of Shi Tiesheng's "pursuit".
First, my body is disabled. Is my life over, or is it over? In other words, should I die?
Second, why was I born?
Third, how should I live? This is the "soul" in the author's memory.
On the third question. When the author finally understood the first two questions after "thinking for several years", he finally understood that "death is a thing that does not need to be rushed, and death is an inevitable festival" and that "when a person is born, it is no longer a debatable question, but just a fact given to him by God". In fact, he has found the answer, and he has understood that the key issues of "life" and "life" are -What are you living for? What kind of mental state do you live in? How to face a cold, cruel and unfair fate?
This problem is the core problem that runs through the whole paper. If teachers and students correctly find this key core problem, it is equivalent to finding a "key" to interpret this excellent work. It can be said that how to face fate is the core of this memorial hall.
3. Let the students think deeply while reading: Since how to face fate is the core of this article, why are there so many descriptions of scenery in the first part and so many descriptions of mothers in the second part?
Clear: Generally speaking, writing about mother is actually writing about "I" (Shi Tiesheng)' s "understanding" of mother, and writing about Shi Tiesheng's "understanding" of mother's attitude towards life and fate. At first, Shi Tiesheng didn't understand his mother. Gradually, with the deepening of thinking and spiritual pursuit. With rich spiritual experience, with the growth of age, Shi Tiesheng finally understood his mother and read her. Mother spent her whole life in complete pain. It seems that the creation of fate also determines the way of role distribution and commitment. Some people seem to be born to endure suffering and silently bear the weight of fate in suffering. In other words, mother's "living method" answers the questions of how to live, how to face fate and how to face suffering, which is one of the answers of "living method".
Scenery description, first, has the function of setting off the author's mood; Secondly, it provides a specific "emotional background" for the author's thinking. In such a quiet, silent and barren background, it is easiest to start thinking about life. Thirdly, the description of scenery itself is actually an interpretation of "life" and "world" (the world itself is life). Look at this paragraph: "For fifteen years, the shape of this ancient garden has been ignored by people who can't understand it ... so I often go to that garden." Isn't this an eternal writing?
Self-reading dialing
"Ditan and I" is about life itself: how people should treat the suffering in life. This question was first raised because of a cruel incident in my own experience, that is, "I lived to the most arrogant age and suddenly became lame." This event, which is not universal, falls on an individual, making his fate suddenly different from others, and he can only bear this fate alone. In this sense, Shi Tiesheng's meditation on life first belongs to his personal state of mind.
In the whole article, this meditation has roughly gone through two stages. At the initial stage, Shi Tiesheng observed and reflected on his personal experience, and gradually saw the inevitable things in life: "After thinking for several years, he finally figured it out: when a person is born, it is no longer a debatable issue, but just a fact given to him by God." This conclusion leads to the concept of irresistible fate: life is an unpredictable fate, including the most unbearable cruelty and pain in life, and there is obviously no room for people to change the facts set by external forces beyond individual life.
Next, Shi Tiesheng went a little beyond his own scope and wrote about other people in this garden to see what kind of fate and life they had. First, he wrote about his mother. His own misfortune was aggravated by his mother.
In the garden, he met a beautiful but mentally retarded girl (abridged part) and once again felt that "as far as fate is concerned, there is no need to talk about justice". This is a different world because of suffering. If you are chosen to play the role of suffering, "it seems that you have to accept suffering-all human dramas need suffering, and existence itself needs suffering." In that case, things will become very desperate. Unfortunate fate has given you a role to bear suffering, so in what way can you spend your life? In other words, can you still have your own way of redemption? Obviously, the key to the problem lies in the incomprehensible way: how should people view their own suffering?
Shi Tiesheng's personal problem has actually become the common problem of all sentient beings-"Where is the road to redemption of all unfortunate destinies?" Some critics look at Shi Tiesheng's writing from the relationship between "normal heart" and "abnormal heart". The so-called "normal mind" is based on "he externalized his inner pain, abstracted his specific experience, threw everything he could not bear to fate, and then tried to adjust the relationship between himself and fate in order to achieve a balance". This role, which fundamentally admits the fate and misfortune of suffering, does not underestimate the cruelty and pain of life itself, but pulls the cruelty and pain of life out of itself and integrates it into a bigger and more magnificent place. This "place" is related to "extraordinary heart". It means "putting your life between heaven and earth, not realizing its smallness based on the truest realm of life and the deepest pain in your heart, but showing the greatness of life because of the grandeur and profundity of the background". This is the self-image that Shi Tiesheng finally drew in this essay: he sat quietly in a corner of the garden, at the moment when he blended the past, present and future, life and death. I see the greater nature of life, including any lonely individual life. The confusion about how to live and how to realize self-salvation is finally washed away by all eternal life desires. When you are involved in the endless dance of life, it is inevitable to transcend the individual suffering and all unfortunate fate. Such a beautiful state permeated with the true colors of life not only achieved Shi Tiesheng's inner hope and reluctant questioning, but also completed his sustenance for the article. As a writer, as a man, this is the real integration. The whole "Ditan and I" is so beautiful and kind. (See Mr. Chen Sihe's related article)
Self-reading thinking
1, what kind of thinking did the author Shi Tiesheng follow to get his spirit out of the shadows and get beyond it?
2. Find the whole book "I and Ditan" and read it through. Copy a paragraph from the third part (see below), recite it and imitate it in writing.
"If the time of day corresponds to the four seasons, of course, it is spring or morning, summer is noon, autumn is dusk, and winter is night. If musical instruments are used to correspond to the four seasons, I think spring should be trumpet, summer should be timpani, autumn should be cello, and winter should be horn and flute. What if the sounds in this garden correspond to the four seasons? Then, spring is the whisper of pigeons floating above the altar, summer is the long cicada chirp and poplar leaves make fun of cicada chirp, autumn is the wind chime under the eaves of the ancient temple, and winter is the random and empty pecking of woodpeckers. Corresponding to the four seasons in the garden, spring is a path that is sometimes pale and sometimes dark, and sometimes a bunch of poplars sway in the sky that is sometimes clear and sometimes gloomy; Summer is a dazzling and hot stone bench, or a cool and moss-covered stone step with a peel under it and half a crumpled newspaper on it; Autumn is a bronze clock. In the northwest corner of the garden, a huge bronze clock was discarded. The bronze bell is the same age as this garden. It is covered with green rust and the words are not clear. In winter, it is a few furry old sparrows on the ground in the forest. What about the four seasons in the mood? Sunny days are the season of illness, otherwise people will not easily find the cruelty and longing of spring; In summer, lovers should be lovelorn in this season, otherwise they will be sorry for love; Autumn is the time to buy a pot of flowers from outside and go home, put the flowers in the long-lost home, open the window and put the sunshine in the house, and slowly recall and sort out some moldy things; In winter, accompanied by stoves and books, I decided to become an immortal again and again and wrote some letters that I didn't send. You can also use art forms to correspond to the four seasons, so that spring is a painting, summer is a novel, autumn is a short song or poem, and winter is a group of sculptures. What about dreams? What about the four seasons with dreams? Spring is crying on the treetops, summer is drizzle in crying, autumn is the land in drizzle, and winter is a lonely pipe on clean land. "
How to write a Chinese lesson plan for senior one II? Textbook analysis
Qin Lun is the first text in Unit 5, Book 2, a Chinese textbook for senior high schools. Excerpted from Jia Yi's new book. The original work is divided into three parts: upper, middle and lower. The first part is selected here. By describing the rise, prosperity and decline of the Qin Dynasty, the author discusses the reasons for the success or failure of the Qin Dynasty, and satirizes the present with the ancient.
Through Unit Tips, we know that the emergence of biographical history books such as Historical Records and Hanshu marks the unprecedented great achievements of China's historical prose. Through the study of this unit, we can further guide students to appreciate classic literary works and improve their literary literacy.
Among them, On Qin is the key text of this unit. When studying, we should grasp the ideological content of the text, focus on Jia Yi's analysis of the reasons for the rapid demise of the Qin Dynasty, and pay attention to mastering the relevant classical Chinese words in the process of reading and reciting.
Second, the analysis of students
We students still continue the method of learning classical Chinese in junior high school. They are only satisfied with reciting blindly, only clearing the text obstacles in textbooks, unable to turn what they have learned in class into abilities, forgetting what they have learned later, and only doing problems mechanically before exams. The more they do this, the less interested they are. In view of this situation, the teaching of this course will pay attention to the combination of literature and history, so as to explain history by borrowing literature, and to explain literature by borrowing history, so that Chinese and history can be organically combined. From a historical perspective, based on the works involved in Chinese textbooks, this paper discusses how to help students realize the interaction between literature and history, so as to improve their reading ability in learning classical Chinese.
Third, the teaching objectives
1. Summarize and master interchangeable words, ancient and modern synonyms, flexible use of parts of speech, special sentence patterns, etc.
2. Understand the structure of the article, explore the relationship between "narration" and "argumentation" in the article, realize that the narration in this lesson is exaggerated, use the writing characteristics of comparative argumentation in discussion, and learn the argumentation methods such as fact argumentation and comparative argumentation.
3. Analyze the linguistic features of this article: the use of multiple parallelism, exaggeration, duality, contrast and synonymous overlap makes the article look extraordinary and intriguing.
4. Understand Jia Yi's analysis of the reasons for the rapid demise of the Qin Dynasty and the significance of satirizing the present and implementing benevolent policies.
Design basis: Senior one students' knowledge system of classical Chinese needs to be improved, and they have little contact with ancient historical prose. Therefore, we should further increase the accumulation of classical Chinese knowledge in teaching, improve students' reading interest, cultivate students' ability to appreciate ancient historical prose and form the habit of thinking through reading guidance.
Fourthly, talk about the key points and difficulties in teaching.
The teaching focus of this lesson is:
1. Identify common words, flexible words and ancient and modern synonyms in the text, master important notional words, function words and polysemous words, and accumulate knowledge of classical Chinese vocabulary.
2. Understand the structure and writing intention of the article and appreciate the language features of the article.
The teaching difficulties of this course are:
Pay attention to correctly understand the central argument that "benevolence and righteousness are not applied, and the offensive and defensive potential is different"
Design basis: Based on the current situation of students' weak knowledge of classical Chinese, combined with the relatively large proportion of Chinese knowledge in the college entrance examination, it mainly lays a solid foundation for students to read other classical Chinese.
Verb (abbreviation of verb) teaching method
1, problem discussion method
2. Combining lectures with practice
3. Model reading and reciting method
Teaching procedure of intransitive verbs
The main points of the second class hour are: to interpret the meaning of the third and fourth paragraphs, to understand the structural level of the article in detail, and to grasp the reasons for Qin's prosperity and decline on this basis, so as to prepare for an accurate understanding of the main theme of this article-there is no difference between righteousness and righteousness in the offensive and defensive situation.
Design basis: On Qin Chang, classical Chinese is rich in knowledge and articles, so I designed to teach this article for three hours.
Seven. Teaching aid arrangement
Hit the teaching goal of this lesson with a projector, so that students can know the teaching tasks of this lesson fairly well; Read aloud the text by recording mode, so that students can receive situational education, produce aesthetic feeling from the deep heart and stimulate their interest in learning.
Design basis: it reflects the intuition of teaching AIDS.
Eight, the teaching process
1, review what you have learned in time, deepen your understanding and pave the way for learning new knowledge.
2. The study of the third and fourth paragraphs should be combined with the fact that students in this field have a poor foundation, focusing on familiarity, implementing words (especially the teaching of ancient Chinese), and deepening the understanding of the contents of the textbook on this basis.
3. In the process of reviewing, consolidating and summarizing, pay attention to the connection between old and new knowledge and the integrity of the text to avoid the fragmentation of the article and affect its artistic beauty.
Nine, blackboard writing design
-Strong from the beginning (both inside and outside)
Attacks-increasing day by day (alliance-related)
-Jisheng (waste road burning books)
How to write Chinese teaching plan for the purpose of senior three teaching.
First, accumulate a certain amount of content words and function words in classical Chinese. Understand some common classical Chinese sentence patterns.
Second, experience the composition and reasoning techniques of the works; Instruct students to imitate and write intentionally.
Third, guide students to learn the analytical methods of things in the text, observe and think about problems.
Teaching arrangement
This lesson will be taught in three class hours:
The first class, dredge the meaning of the text;
The second class, analyzing works;
In the third class, guide reciting, strengthen students' understanding of the works, and finish the exercises after class.
Teaching assumption
Based on students' understanding of this history, it is less difficult to understand the text than the pre-Qin prose. It is planned to promote the dredging of texts by reading aloud, to promote the appreciation of works by reciting, and to stimulate students' interest in learning.
Teaching step
first kind
First, import
Students have probably heard of the idiom "the law of the jungle", which seems to be a law in nature, but in human society, this law is often broken. More than two thousand years ago, the national strength of the Qin Dynasty was still so arrogant, and a peasant war broke the dreams of generations of founders. What caused all this? Jia Yi, a statesman and writer in the Western Han Dynasty, expounded his views for us. Let's study the article on Qin together. Passing Qin means pointing out Qin's fault, so what is Qin's fault?
Two. Brief introduction of the author
Jia Yi was a politician and writer in the Western Han Dynasty. His prose has the style of a strategist in the Warring States period, and his prose tends to be dull, so he is known as the pioneer of Han Fu. His works include On Qin, Fu on Pengniao and Fu on Hanging Qu Yuan.
Third, read the text aloud and make clear the meaning of the text.
1. The teacher models the text, reminds students to pay attention to the reading rhythm, infers the meaning group according to the reading rhythm, and then understands the meaning of words and sentences.
2. Students read the text by themselves. Ask the students to put forward the words they don't understand paragraph by paragraph. Teachers guide students to guess the meaning of words and form keywords on the blackboard.
Students have been able to read the text on the basis of a preliminary understanding of the literal meaning of the work. By correcting the mistakes in students' reading rhythm, we can guide students to correctly understand the content of the work and check their understanding and mastery of words and sentences.
4. Instruct students to summarize key notional words, function words, generic words, flexible use of parts of speech and key classical Chinese sentence patterns in their notes.
Second lesson
First, import
Through the study of last class, we have been able to grasp the general idea of this article. Now let's sort out the author's writing ideas and analyze the layout characteristics of his works.
Second, the analysis article is well conceived.
Q: The title of the article is about Guo Qin. How many words in the article really blame Guo Qin? Why does the author arrange the content of the work like this?
Clear: Only the last sentence of the full text.
(The second question is difficult for students to answer, so students can be guided to think about the following questions:
Question: How many groups of strength comparisons did the author design in the paper? What is the result of the comparison?
Qing Dynasty: The strength of Qin State is better than that of Nine States, and Chen She is better than that of Nine States. Qin's strength is not greater than that of the nine countries combined, but Qin unified China, and its strength cannot be compared with that of the nine countries.
Question: Let the students recall the methods we talked about to learn modern Chinese reading, and clarify the thinking of this article. Reflections on the originality of the author's structural arrangement.
Clarity: the gradual prosperity and unification of the Qin Dynasty and the measures taken by China in politics, military affairs, ideology and culture to consolidate the regime.
The first paragraph describes the rise of Qin, and the second paragraph describes the death of Qin. These two paragraphs occupy most of the space, but the author has not discussed them at all. But facts speak louder than words. After these two vivid descriptions, readers have a deep impression on the fleeting scene of Qin's prosperity, and the reason for Qin's demise is not caused by external factors, but by internal factors, but it is not clear. At this time, the author puts forward an argument, which naturally convinces the reader. Therefore, Jin Shengtan said: Guo Qin only said the last sentence of benevolence and righteousness, so he took it out of context. This shows that the article is well conceived.
Third, guide students to recite the text and understand the theme of the text.
It mainly focuses on the reading guidance of emotion, color tone and the overall rhythm of the text.
Fourth, guide students to freely understand the composition and reasoning skills at the beginning and end of the article.
Ask two enlightening questions and guide the students to discuss:
1. This article is an explanatory one, but it is more narrative than discussion. Is this an appropriate arrangement? What is the reason?
2. What writing skills did the author use when writing this article, which is worth learning?
The third category
First, practice the second question after class to guide reciting.
Instruct students to understand the relationship between the last three paragraphs on the basis of grasping the whole article, and then clarify the writing ideas of these three paragraphs for easy memory.
Pay attention to the characteristics of language and sentence patterns and recite them accurately.
Second, introduce Epang Gong Fu, and read it in contrast to strengthen students' understanding of this article.
The purpose of comparative reading is to taste the differences between the two texts in terms of words and sentences, and to better understand the characteristics of prose in the Western Han Dynasty.
Third, summarize the knowledge points of this lesson and complete the exercises after class.
How to write Chinese lesson plans in senior one 4? Teaching objectives
1. Understand the author's positive spirit of resisting the darkness, resigning and returning to the field, loving rural life instead of colluding with the dark upper class at that time, and learn from his lofty ideals and firm pursuit of life.
2. Master the five interrogative pronouns of "Hu, Di, Yan and He", sum up the polysemy of the four words "Xing, Yin, Cheng and Ce", understand the usage of function words in classical Chinese such as "Yi, Er, Zhi, Lai", and understand and accumulate "Lai, See, Lai".
3. Recite the full text.
Second, the focus of teaching
1, the ideological nature of the text
2. Interpret the image of Tao Qian's reclusive poet.
Third, teaching difficulties
A correct understanding of "keep your word, do your deed, love your husband's life, and revisit your doubts"
Fourth, teaching hours.
The second class hour
Fifth, teaching ideas
(A), reading preparation guidance
(B), reading and understanding promote each other
(3) A slide summarizing Professor Tao Qian's hermit feelings.
How to write a Chinese teaching plan for senior one? 5 teaching points
1. Feel the romantic style of Li Bai's poems
2. Understand Li Bai's frustration and anger with his talent and ambition.
3. Grasp the emotional tone of the whole poem
Teaching difficulties
1. Grasp the emotional tone of the whole poem from sadness to joy to anger to madness.
2. Appreciate the whole poem.
teaching process
First, import
Du Fu has a poem called "Eight Immortals Drinking Songs", which reads as follows:
Li Bai wrote a hundred poems in a bucket and went to sleep in a restaurant in Chang 'an.
The son of heaven didn't get on the boat, calling himself Brewmaster.
Question: After reading the poem, can you feel the image of Li Bai through these four poems?
Qing: Poetry wine has an indissoluble bond with Li Bai. Li Bai himself once said that "36,000 cups will be poured every day for 36,000 days in a hundred years" and "Xing Han put pen to paper to shake the five mountains". Du Fu's description of Li Bai's poems shows Li Bai's hobby and poetic talent. Li Bai is a heavy drinker and often sleeps in restaurants in Chang 'an when he is drunk. After Li Bai was drunk, he was bold and unrestrained. Even if the emperor summoned him, he was not so respectful and afraid, but proudly said, "I am Brewmaster!" " "And this song" Into the Wine "is just a song to persuade Li Bai to drink.
Second, the introduction of writing background
This poem was written in the 11th year of Tianbao (752) after Li Bai's "Giving Gold to the Mountain". At that time, he was a guest in Yangying Mountain with his friend Cenxun and another friend of Songshan, Yuan Danqiu. The three of them tried to go up the mountain to drink. This poem may be a toast at a drinking party for three people.
Third, analysis and appreciation.
Question: Li Bai's poetic style has always been uninhibited. Do you think this poem is different from his usual style?
Cheng Ming: This poem is bold and unconstrained, but it is not limited to bold feelings. The poet's feelings in this poem change rapidly.
(See PEP's Teaching Book for Teachers 152)
Question: Can you briefly summarize the emotional ups and downs of this poem?
Cheng Ming: The poem begins by lamenting that life is short, and it is a hundred years in a blink of an eye. Then, because I was sad, I wanted a drink. Then get down to business, contact your own experience, and drown your sorrows by drinking. The ending becomes wild, and we should unify all these complicated feelings into "eternal troubles", eliminate them together and forget them together.
Fourth, writing characteristics.
Question: How do you feel when you read this poem?
Clear: omit
Question: Most of the ancient poems we studied in the past were seven-character poems, so what are the characteristics of this poem?
Clear: The whole article is mainly composed of seven words, while three, five and ten words are "broken", with uneven levels. Moreover, the verse is mainly prose, embellished with short antitheses, with changeable rhythm and unrestrained fluency.
Verb (abbreviation for verb) Students read the whole poem.