"Mountain City" open class lecture notes
Dear judges and teachers:
Hello everyone!
My name is Zhou Chenli , from Shouchang Junior High School in Jiande City. The title of my class is: "Mountain City". Next, I will talk about my understanding of this article from four aspects: teaching materials, teaching methods, learning methods, and teaching process.
1. Analysis of textbooks
1. The status of textbooks and characteristics of texts
This lesson is the fourth in the first volume of the seventh-grade textbook "Chinese Language" for junior high schools published by the People's Education Press. Unit Lesson 20. This unit mainly reflects the scientific exploration of the natural world. "Mountain City" is a classical Chinese article. The natural phenomenon it involves is similar to "mirage", which can guide students to conduct appropriate exploration of this issue. The text uses concise and vivid language to describe the formation, development, climax and disappearance of the mountain city, which is very imaginative. This article is a self-reading text, and students are still in the initial stage of learning classical Chinese (this is the third classical Chinese text that students are exposed to when entering junior middle school), so the requirements for classical Chinese words and grammar can be kept as low as possible, or even not required at all.
2. Establishment of teaching objectives, key points and difficulties
The new junior high school Chinese curriculum standards require the implementation of education in three aspects: knowledge and ability, process and method, emotional attitude and value, combined with this Based on the characteristics of the unit, I set the learning goals of this lesson as:
Knowledge goals: Learn to accumulate some classical Chinese words and understand the main idea of ??the text.
Capability goal: Explore the scientific principles of the formation of mountain cities.
Enrich your imagination and exercise your oral expression skills and activity organization skills.
Emotional attitudes, values ??and goals: experience the magical and magnificent illusion of "Mountain City".
Develop the habit of active inquiry.
Key points: Use your imagination to experience the magic of the natural phenomenon "Mountain City" and recreate the "Mountain City".
Difficulty: Cultivate students’ cooperative inquiry ability, imagination and oral expression ability.
3. Academic situation analysis
First-year students in junior high schools are more active, have strong image thinking, have certain generalization abilities, and can grasp the main characteristics of things for analysis. Meaningful memory is better than mechanical memory. They have strong self-awareness and have certain independent opinions on things, but their intentional attention is less stable. In the teaching process, you can combine the accumulation of words with the cultivation of imagination, and ask students to use paintbrushes or words to describe the fantasy scenes of mountain cities. Computer multimedia means should also be used to enhance the intuitiveness and attractiveness of teaching and develop students' image thinking.
Teaching classical Chinese has always been a difficult point in Chinese teaching. Although students have initially been exposed to classical Chinese and have a certain overall impression of how to learn classical Chinese, they are still afraid of difficulties. Moreover, this article is a self-reading text. According to the requirements, it will be difficult to complete in one class hour, so you must prepare well. Students are required to use reference books and annotations under the text outside class to clarify the meaning of the text, be able to find difficult words and sentences, and have a preliminary impression of the text.
⑴Preview requirements: ①Read the pronunciation of the characters accurately, grasp the rhythm, and pay attention to the speaking speed and intonation.
② Use reference books and notes in the book to clarify the meaning of the text and prepare to retell the text.
⑵ Preview steps: ① First reading: Memorize new words, distinguish pauses, and mark difficult words and sentences.
②Read again: Clarify the meaning of the text word by word and sentence by sentence, and fill in the omitted translations.
2. Teaching Methods
Throughout the teaching process, I always insist on reflecting the subjectivity of students and allowing students to learn independently. Therefore, I designed the following teaching methods:
1. Situation setting method.
In this class, I made full use of the courseware to show the creative situation. The first is a clip from the cartoon "Aladdin's Magic Lamp", which stimulates students' curiosity and desire to explore. Secondly, the whole class is in the atmosphere of Chinese classical folk music with a mysterious atmosphere.
The background of the courseware is classical Chinese landscape painting, which is similar in artistic conception to classical Chinese. The fonts are regular script, official script, running script and other calligraphy fonts. The overall interface is antique and full of strong charm of traditional Chinese culture. This helps students feel the objects in classical Chinese texts, grasp the thoughts and feelings of the text as a whole through association and imagination, and naturally integrate into the artistic conception of the text.
2. Reading method
Teaching methods are ever-changing, but reading aloud is the foundation. For the teaching of classical Chinese, recitation is particularly important. To overcome students' fear of learning classical Chinese and stimulate their interest in learning, we must start with reading aloud, allowing students to grasp the rhythm of classical Chinese, appreciate the beauty of music, and appreciate the charm of ancient Chinese culture.
3. Questioning method
Preview well before class. Difficulties encountered during the preview process will be raised in class. Students will explain each other's doubts and the teacher will provide appropriate supplements.
4. Discussion method
Guide students to learn independently, explore cooperatively, share the fun of cooperation together, and feel the joy of success. At the same time, simple group discussions will be led to higher-level discussions with organization, division of labor, and cooperation.
5. Drawing method
The scenery in "Mountain City" is rapidly changing and ethereal, which is more suitable for cultivating students' imagination. Therefore, I cultivate students' imagination from three levels. ① Use creative retelling to cultivate students’ imagination in describing scenery. ② Cultivate students’ spatial imagination in converting language into pictures by drawing illustrations of scenery. ③Finally, add text to the illustrations to combine the imagination of reconstruction with the imagination of space.
3. Studying Methods
In my teaching design, I have always implemented the spirit of the new curriculum standards, that is, focusing on knowledge and abilities, processes and methods, and emotional attitudes and values. The simultaneous development of dimensions.
1. Circle and outline method
This method is mainly used in the process of previewing and retrieving changes in "山市". During the preview, circle new words, underline difficult sentences, and note your own reading experience. In the process of retrieving the changes of "山市", it is necessary to mark the four stages of "山市"'s birth, development, climax and disappearance through rapid silent reading.
2. Classical Chinese reading method
In the preview, use the following method: first read through the sentence, then read the general idea, third reading to get insights, fourth reading to get the connotation, and fifth reading to get enlightenment. Reading methods to improve the ability to read classical Chinese.
3. Reading method
Grasp the rhythm of classical Chinese, appreciate the beauty of music, and appreciate the charm of ancient Chinese culture.
4. Discussion method
Full discussion, mutual enlightenment, cooperation, division of labor, and feeling the power of the team.
5. Drawing method
Give full play to your imagination, use pictures to reproduce the "mountain city", describe the scenery in the text, and imagine the images beyond the words.
4. Teaching Process
The teaching process of this lesson is divided into the following links:
1. Introduction of creative situations
First Play a clip from the cartoon "Aladdin's Magic Lamp": In order to propose to the princess, the protagonist Aladdin ordered the genie to build countless palaces in the desert overnight. Then, ask the students to talk about what is the most magical thing in the cartoon? And give timely guidance: Is it possible for a city to appear in an instant in real life? Let us walk into "Mountain City" to understand the magic of "Mountain City" Let's do it!
[Explanation]: This link is designed to stimulate students' curiosity and desire to explore, and to prepare emotionally for subsequent activities.
2. Check the preview and have an overall perception
Understanding the main idea of ??the text is the basis of all activities. Therefore, it is necessary to have an overall perception of the text on the basis of checking the preview. The specific method is: ① Students raise difficult questions encountered during the preview process, which can be related to reading aloud, word meanings, sentence meanings, text understanding, etc. The students explain each other's doubts, and the teacher makes appropriate additions.
② Read the text together, explain the words in the after-class exercises, and give feedback on the preview situation. The teacher will affirm or make corrections based on the students’ answers. ③Ask two students to retell the text, and ask other students to comment on the pros and cons. The focus of the evaluation is on whether the retelling of classical Chinese is just a mechanical translation, and creative retelling is advocated to pave the way for the next stage of reproduction.
3. Collaborative inquiry and cultivating imagination
This link is mainly to cultivate students’ imagination, oral expression ability and activity organization ability. Students are required to study relevant passages, and through group discussions, division of labor and cooperation, describe the scene in the text and imagine the implication. Steps:
① Quickly read the text silently, retrieve the main information, and start a discussion around it: you can draw several pictures of the changes in "Mountain City", choose one picture and think: What is in the picture? ? (Students can speak very well about the scene in the text, and the main purpose is to guide students to imagine the illocutionary image.) Based on the students' full speeches, multimedia will present blackboard writing and further ask questions to guide students to think deeply: Some groups proposed that in the lonely tower, There should be mountains, trees, small bridges and flowing water around the city walls and dilapidated buildings. Draw in things that are not mentioned in the article but exist in reality. So, the solitary towers and precarious buildings in the article are all in the sky. How can we express the infinite "mountain city" on limited drawing paper?
② Reproduce the fantasy of "mountain city" through group activities The group leader organizes the division of labor for the scene. Students who are good at drawing and writing will use their own language to describe the scene, which can be descriptive text or poetry.
③Invite representatives from each group to display their works and talk about their creative ideas and processes.
4. Expansion
Such a wonderful mountain city, how great it would be if we could see it often! So how did it form? Through this question, we will naturally think about it. From in-class to out-of-class, and from text to natural science, students' desire to conduct scientific inquiry into the natural world is stimulated.
5. Summary and evaluation
?Suddenly I heard that there was a fairy mountain on the sea, and the mountain was ethereal. ?Although we didn’t have the chance to witness the mirage, it was great that the students were able to give full play to their imagination and reproduce the ?Mountain City? with the pens in their hands!! Finally, let us return to the text and experience the magic and magnificence of the ?Mountain City? while reading aloud. !
[Explanation]: This link gives strong affirmation and encouragement to students’ activities, and returns to the text, from the overall perception to the partial activities, and finally returns to the grasp of the whole, to experience the beauty of classical Chinese. Beautiful music, beautiful language, imagining the magic of nature.
6. Homework
Ask the students to go home and tell the story of "Shanshi" to their parents.
[Explanation]: By telling stories, the causes of "Mountain City" and its changing process can be more clearly presented in students' minds, further cultivating imagination and exercising oral expression skills.
"Mountain City" excellent lecture script
1. Analysis of teaching materials and design of key and difficult points
"Mountain City" is a classical Chinese essay written by Pu Songling, a writer in the Qing Dynasty of my country. He uses concise and concise , vivid language, depicts the changing process of Huanshan Mountain City from its initial appearance to its final disappearance, giving people a magical and magnificent feeling. The "New Curriculum Standards" require cultivating students' literary aesthetic taste and advocating true knowledge and science. Attitude? The unit in which this article is located is mainly about scientific exploration of the natural world. The purpose is to stimulate students' thirst for knowledge and cultivate students' scientific spirit and interest in exploration. Based on the content and characteristics of this text, I designed the teaching focus of this lesson as : 1. Appreciate the magical and magnificent illusion of mountain cities 2. Cultivate the scientific spirit of active exploration Difficulties: the principles of the formation of mountain cities
2. Application of teaching methods and teaching methods
Reading aloud Guidance method, picture and text appreciation method, explanation method with pictures
Reading guidance method: Reading aloud is the basis and premise of reading. Through reading aloud, the effect of cultivating language sense and promoting interpretation through reading can be achieved. First read through sentences , read again to understand the main idea, read the language thirdly, and gain understanding through the fourth reading
The best way to appreciate pictures and texts: use drawings to understand the text, achieve penetration of pictures and texts, and give full play to the comprehensive effect of illustrations
Explain the theory with pictures: Use the principle of refraction of light to demonstrate the scientific principle of the formation of mountain cities, and at the same time guide students to collect and process information
3. Design of teaching procedures
(1). Arouse interest and introduce new lessons
1. Display pictures of Yantai mirage wonders and introduce them in the form of news reports
At noon on January 30, 2004, Penglai, the wonderland on earth The pavilion clearly emerged on Yantai Mountain. Hundreds of citizens witnessed this spectacular scene. Eyewitness Zhang Haimeng, a first-year student of Yantai No. 1 Middle School, described: At 11:45, the sky above Yantai Mountain was filled with clouds and mist, and landscapes such as mountains, seas, and trees appeared alternately in the mist from time to time. Penglai Pavilion, the fairyland on earth, clearly appeared on Yantai Mountain. Even the glazed tiles and stone carvings on the pavilion also appeared clearly. Ten minutes later, was it really true that the mirage disappeared? Suddenly I heard that there was a fairy mountain on the sea, a mountain in the void? Do the students want to see it in person? How about feeling this unique natural landscape? Today we will appreciate "Mountain City" written by Qing Dynasty writer Pu Songling
(The use of this introduction not only arouses students' interest, but also confirms this phenomenon The authenticity of the book pave the way for scientific exploration of natural phenomena)
2. Introduction to the author (projection)
(2) Clarify the learning focus: (screen display)
p>1. Appreciate the magical and magnificent mountain city illusion
2. Cultivate the scientific spirit of initiative and exploration
(3) Text study:
Independent learning
1. Based on the pre-class preview, read the text freely, requiring accurate pronunciation of the characters and mastering the sentence reading
2. Ask a classmate to be a little teacher , read the text to everyone (teachers and students jointly comment and analyze, teacher guides, grasps the rhythm, and reads out the emotions)
3. Combine the notes after class, clarify the meaning of the text, and mark out the unclear words and sentences Students answer each other's questions, and the teacher gives key points
4. Please combine the following words and retell the changes in the mountain city to see who retells it vividly and expressively
The solitary tower rises The blue tiles and flying pigeons placed high above are vivid in my mind
The wind is calm, the sky is clear, everything is empty, and the sky is dim and misty
5. Teachers and students read the text together, trying to read out "surprise and doubt", Read out the changing levels, and please summarize the content of the article in one sentence after reading.
Cooperative learning:
1. The article depicts the unpredictable mountain mirage,? changing? How are words reflected in the text?
Analysis from the perspective of time can be guided from the following aspects
① What words that represent time changes appear in the text?
② What kind of changing characteristics of the mountain city are described by these words that represent time?
Seize the time and the order of words to guide students to understand the rapid changes in the mountain city. From the perspective of the changes in the scenery itself, the analysis can be broken down into the following questions
①Which main scenery is written ?
②What are the characteristics of the changes in these scenery?
(Scenery tower (solitary) palace (dozens) city wall (six or seven miles) dangerous building (wei) guide students to grasp The main scenery changes from less to more and from more to less to experience the magic and magnificence of the picture)
③ Looking at the mountain city, how many pictures did the author paint? Please try to name these pictures. Name
(Lone Tower Palace, Magnificent City, Haunted Dangerous Buildings)
2. Which picture do you like best, develop reasonable associations and imagination, and use the method you are best at ( (painting or language) to show the mountain city in your mind
The teacher reads the second picture and asks the following questions to guide the students’ imagination
① What kind of buildings are there in the city? Houses, streets?
② Are there people in these places? What kind of clothes are they wearing and what are they doing?
Although the author has only a few words, it can trigger everyone's imagination of such things. The rich pictures are like appreciating my country's "Along the River During the Qingming Festival" (display? A River Along the Qingming Festival?)
③ Students freely create their favorite pictures, and the teacher uses physical projection to display the students' works. During the comparison and appreciation Deepen the understanding of magical and magnificent pictures
Teacher conclusion: No matter how rich and vivid the picture is, it is limited after all. The picture in language and text may be more beautiful because it provides us with a broader It can be said that no painting is better than a painting at this time? I hope students will be good at using their imagination to make the originally beautiful things more beautiful
Exploration and learning:
Balzac said: The question mark is the key to opening any science. We have to ask why in everything. Please boldly ask your own doubts about the text. Questions that students may raise:
1.? The eight scenic spots in the city? Which eight sceneries are you referring to?
(The "Zichuan County Chronicle" of the 25th year of Jiajing in the Ming Dynasty contains eight sceneries: Zhenggong Academy, Jizi Stone Bridge, Wanshan Stone Bridge, Fengshui Pastoral Song, Sanskrit Shafutu, ancient cypress trees in Confucian Temple, Banyang Xiaozhong, Kunlun Mountain scenery)
2. Can the last sentence of the article be deleted and why?
(Confirming the existence of mountain city)
3. Why did people at that time call "mountain city" also called "ghost city"? Can you explain the reason scientifically?
(Show the principle diagram of light refraction to enhance students' Scientific understanding)
Teacher: There will be many magical phenomena in real life. We cannot blindly follow these. We should ask more why and seek answers in the scientific field. Maybe you will become a know-it-all soon. ?, ?Encyclopedia of Science and Technology?
(4) Expansion exercises:
Show a few pictures of ?mirage?, use your imagination, learn from the writing method of this article, and describe it with words
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(5) Homework assignment: (Choose what you like and can do)
1. Please describe the magical and magnificent mountain city to your parents in your own words
2. Look up the story of mountain city or sea city and read Pu Songling’s other articles
3. Collect materials about magical phenomena in nature and seek solutions
4. Guiding ideas and principles of blackboard writing design
Blackboard writing is an important teaching method that uses vision to act on students’ brains. It makes complex content clear
Design principles: realistic, Seeking innovation and refinement
Attached blackboard writing:
Shanshi
Pu Songling
Guta City and Dangerous Tower