Projection shows that Xiang Yu's Gaixia Song and Liu Bang's Da Song Feng use poems to stimulate interest and guide students to think with their different successes and failures and opposite achievements. At the same time, teachers tend to comment on items when explaining works, so that students can enter the text interpretation with regret. The second is to introduce the author and understand the background.
In view of the fact that students have been exposed to Sima Qian's works in junior high school, this lesson is first summarized by students, and finally clarified and deepened by teachers to analyze the author's life, creation and personality characteristics. After posting the pictures of Chen She Uprising and Chu-Han Controversy, this paper briefly introduces the background of the times and creates the student situation of the text.
The third is to remove obstacles and overall perception. Before perceiving the full-text frame, check the students' explanations of phonetic notation and important notional words in the text, as well as their mastery of interchangeable words.
Ask the students to retell the story and summarize it from beginning to end in four words, which should appear in the subject-predicate phrase and the subject is the characters in the text. In this way, characters, plot processes and personality conflicts are always highlighted.
Fourth, divergent thinking and analysis of characters. When analyzing the internal level of the characters, we first discuss the psychology and personality of the characters from the illustrations in the text.
Secondly, starting with the appellation of Xiang and Liu, this paper analyzes the subtle relationship between the characters, and further analyzes their status, psychology and personality. Moreover, divergent thinking comes from whether the project is a "woman's benevolence" or a "gentleman's degree"
For example, there are several possible views: a gentleman with deep affection, a king who has covered his spiritual kingdom all his life, an open-minded man and so on. Stimulate students' thinking with open questions and let them plug in the wings of innovation.
It can be discussed from the perspectives of whether it has achieved the imperial cause, whether it is conducive to national unity, whether it shows the beauty of human nature and personality. Fifth, analyze skills, understand and learn from them.
In this paper, the methods of describing characters are analyzed, and through discussion, students can master the methods of describing characters with words and actions and compare them. Sixth, virtual history, training imagination.
Ask the students to imagine and infer "If Wang Xiang kills Liu Bang in a rage". Seventh, summarize independently and strengthen the knowledge of ancient Chinese.
1, flexible use of parts of speech (famous verbs, famous descriptions, figurative names, causative verbs, etc. Sentence patterns (ellipsis, adverbial postposition, prepositional object, judgment, passive, fixed, etc.). 3. Different meanings in ancient and modern times (marriage, uncommon, modern, perfunctory, etc.). ) 4, behavior usage 5, idiom recitation (artificial)
2. Examples of notes of Chinese teachers in senior high schools were originally published by Jingjing 7752.
Necklace instructor: XXX lead: Do you have a dream? Mathilde has dreams, too. Feel the joys and sorrows of Mathilde's life. 1, showing the gains in self-study. (According to the group: the study plan is designed to fill in the blanks with phonetic symbols+autonomous phonetic symbols. Accumulate 1 words. Give birth to two clues. Be sarcastic when giving birth to the themes of 3 and 4. Life is 5 optimism, hard work and resentment, and life is 6 workers' greatness. Scenario 7: Need-Borrow-Use-Lose-Find-Compensation-Know. Teacher classification: the theme of the plot characters. ) 2. The teacher asked: The most appreciated plot. Read the text and explain the reasons. Learn about necklaces by borrowing them (read the text) (find out the foreshadowing of fake necklaces) What would happen if there were no fake necklaces? (The student's answer is still good. The theme is endless. The teacher pointed out that "losing the necklace" also showed vanity? It should be worthy of scrutiny. Vanity or trustworthiness? 3. Is it realistic for students to discuss whether a person is vain and kind? (Health: The essence is pure kindness, and the social environment makes people vain) 4. Overnight, the necklace became a chain (student couplet: Half-life passed, beautiful girl became ugly/ten years passed, Zhu Yan became beautiful/ten years passed, charming face turned to smile/ten years of youth disappeared, beautiful woman turned to woman). Which couplet do you like? Whether Mathilde has changed or not cannot be generalized. 5. The method of describing characters (language, psychology, action, contrast, way) (the method of describing characters is preset) 6. Theme (sympathy, satire, praise, revelation) Life revelation (life answer) About dreams. Dreams determine height, and height determines attitude. 7. Homework will be continued after the group activities. Did not grasp the key points in teaching. As a plot, it is mainly the beauty at the end and the care of bedding. The teacher should introduce this as soon as possible. Through students' analysis of the plot, this paper expounds the characters' personalities. The conclusion is not drawn from analyzing the characters, and the second is the by-product of analyzing the plot. We can't consider the text as a whole. course
3. How to make the classical Chinese classroom "alive"-classical Chinese classroom teaching case-classical Chinese classroom teaching case
Li Chunxia No.1 Middle School
Classical Chinese occupies a considerable proportion in senior high school Chinese textbooks, but most students are not interested in learning classical Chinese, thinking that the knowledge points are complicated and difficult to remember, and teachers often "choose carefully" and focus on the translation of words, which is very boring, so most students are not interested in learning classical Chinese. To break through this difficulty, we must fundamentally change the educational concept, improve the traditional teaching methods, and make the classical Chinese classroom lively. Let's talk about specific teaching strategies.
First, change the soup first.
In the past, the classical Chinese class focused on explaining the meaning and usage of words one by one, which we teachers and students must change. The classical Chinese in textbooks are mostly narrative, which is easy to understand. Now there are more and more ways for students to obtain information, and the teaching materials are also very rich. Based on the above two points, I think the study of the basic content and knowledge of classical Chinese can be completely left to students for self-study. Teachers only play the role of inspiration and guidance, answering questions, discussing difficulties and consolidating tests in class, and teachers should teach "less but better". Instead, half the energy is devoted to the exploration of the ideological art, characters and philosophical connotation of the text. In the process of cooperative inquiry, students must dig deep into textbooks, study hard, consolidate what they have learned and deepen their understanding. At the same time, they develop their thinking, extend the limited classroom to unlimited extracurricular activities, and achieve the effect of "beginning without end". In this way, students' interest in learning is greatly improved, and more importantly, students can learn the essence of classical Chinese-the noble quality spirit of the ancients, and learn how to be a man and do things.
Let's take "Candle Ciqin Teacher" as an example to talk about the cooperative research of this class.
Distribute detailed study plans in advance, so that students can fully preview the text and master the meaning, usage and text of keywords.
It takes about 20 minutes to master the basic knowledge through repeated reading, questions and answers, and consolidation tests in class, and it takes about 20 minutes to carry out the following cooperative inquiry.
1, according to your understanding and after-class notes, briefly outline the image of the candle. The appearance, personality and spiritual quality of candles ...
Students discuss in groups.
Appearance: full association and imagination (age, height, appearance, clothing, etc. )
Student representatives from each group spoke.
A: I am in my sixties. I have a wide belt to take off your coat.
Eyes flashing with wisdom.
Attitude is neither supercilious nor supercilious.
Although he is old, he is still handsome and commanding. ……
After a heated discussion, the students presented a three-dimensional image of the candle in their minds and showed you the records in the history books:
4. What are the examples of Chinese teachers' notes in high schools? 1, mang (tight front and loose back, improper time allocation)
Teaching process: 1, marking pronunciation and meaning; Make clear the meaning of the text with notes. 2. The teacher asked: What problems have not been solved? What does the student mean by "zhi"? Cancel independence. ) 3. "Talking and laughing" and "Happy Running" 4. Read again-students read too fast. 5. explanation:? ? ? ? Trading in silk? Soup soup, uncomfortable 6. Summarize the story: men are cheated and oppressed. 7. Q: What sentences summarize and reflect the heroine's emotional changes? (Students show it on the blackboard) Expectation-Happiness-Complaining-Sadness-Compromise 8. Word analysis: speak with a smile 9. Q: Why do women change their minds? Students answer: not enough to eat, not warm to wear; Let work; Complaining about "two virtues", although life is good, but there are two hearts, helpless and sad. Why not get to the bottom of it? Erhang. The bell rang and the theme hasn't been excavated yet. ) Process thinking: 1, high voice, but not strong feelings; 2. The teaching attitude is dull, the classroom tone is too straight, a little fierce, and the tone is not euphemistic enough; 3. Does student T understand the full text? Analyze emotional changes. 4. Students make empty analysis if they don't understand, but what? 5. The text has not been finished.
General comment: 1, there are three mistakes in this lesson: tight before loose, improper time allocation, one; One problem: it takes too much time to find words simply because of emotional changes, and so does the second one; The frame structure is unclear, and the third is unclear. 2. The teacher's expression is indifferent; 3. If students don't understand well, they can't speak well. 2, "Nian Nujiao Red Cliff Nostalgia" (nine groups are straightforward, but what? Teaching process: 1. Introduction: In the face of suffering, Qu Yuan chose-Tao Yuanming chose-2. Combing and accumulating: words. 3. Q: What did you write? Student A: Write a scene on the last movie; The next movie is lyrical. 4. Q: What kind of reading method? Class has been over for 35 minutes. Let the students read in front of the blackboard? (Show them one by one, * * * Eight groups all went to the stage to read aloud) 6. Two groups: one group reads two sentences, the other group reads two sentences. Thinking process: 1. Does it take a long time for students to sort out words? 2. Good classroom language. 3. The reading style is too broad. 4. Let each group rehearse early, right? (A group also has single reading, separate reading and joint reading. ) 5. It's just that reading is too dull and there is no progressive level. 6. Just reading, not appreciating?
5. Junior high school or senior high school Chinese lecture template lecture general edition
"lecture notes"
Hello, judges. The content of the course I am talking about today is Lesson One, and then I will elaborate the design of this course from five aspects: teaching materials, teaching methods, learning methods, teaching ideas and teaching procedures.
I. teaching material analysis
1, the position and function of characters:
《《》 is the first text in the first unit of provincial Chinese textbook. What article is it? According to the teaching objectives of this unit; As well as the characteristics of this paper, the teaching purpose and difficulties of this paper are determined.
2. Teaching purpose
1) Knowledge objective:
2) Ability objectives
3) moral education objectives
3. The focus and difficulty of the textbook
Teaching focus
Teaching difficulties
Second, teaching methods.
1, according to the characteristics of the text and the actual situation of students, in order to stimulate interest, guide questions and guide induction for teaching.
According to the new Outline of Problems in Teaching, it is pointed out: "The teaching process should highlight students' practical activities, guide students to actively acquire knowledge, train scientifically, and improve their Chinese ability in an all-round way. "According to the objectives and contents of this course, starting from the knowledge base and development level that students have mastered, I use a variety of teaching methods to mobilize students' initiative, and teach by stimulating interest, guiding questions, and guiding induction. Let them express their opinions, communicate with each other, inspire each other and argue with each other under the guidance of teachers, so as to stimulate them to actively acquire knowledge and cultivate healthy emotions. Firstly, stimulate students' interest in learning this article, then guide students to read the essay beautifully and think about the problems raised in the reading process. Finally, appreciate the text in the teacher's appropriate guidance, induction and summary to understand the author's feelings in this article.
2. Use multimedia and other audio-visual means to expand the teaching capacity.
In teaching, I use multimedia and other audio-visual teaching methods to enrich the teaching methods and expand the teaching capacity; This not only attracts students' attention and stimulates their enthusiasm for learning, but also promotes the understanding and consolidation of knowledge through direct perception, which conforms to the principles of consciousness and intuition in pedagogy.
Third, study the guidance of law.
Teaching is a bilateral activity between teachers and students. I follow the teaching idea of "teacher-oriented, student-centered, questioning as the main line" to guide the learning method, and adopt subjective thinking, group discussion and feedback practice. In the process of guidance, we should first arouse the enthusiasm of students to participate in classroom learning, and then let students think, analyze and discuss independently according to a series of problems closely related to teaching, so as to solve the problems and consolidate the after-class problems after text appreciation. From perception to understanding, from sensibility to rationality, from study to school, students not only learn knowledge, but also improve their ability.
Fourth, teaching ideas
This article is an important reading and speaking text, with concrete knowledge and substantial content, and there are many things to master. Therefore, I arrange three classes in my teaching. My teaching assumption is that in the first class, I will initially understand the content of the article, understand the author's detailed description of the main features of the main scenery, and express my praise for Jinan, the treasure land of the motherland. In the second class, we analyze the language and fully feel the author's feelings by learning rhetorical devices such as metaphor and personification. In the third class, compare this article with Zhu Ziqing's Spring to understand the characteristics and functions of prose. This case only shows the first category.
Verb (abbreviation of verb) teaching program
Teaching points:
Teaching methods: stimulate interest, guide questions, guide induction and read aloud.
Teaching means: courseware
Teaching steps: I teach this lesson in accordance with the principle of "introducing new lessons (3 minutes)-teaching new lessons (30 minutes)-feedback exercises (10 minutes)-induction and summary (2 minutes)".
1, new lesson introduction: I will spot-check the assigned preview homework first to make clear the answers to new words; Then introduce the new lesson with concise words and introduce the author and his experience related to the text with courseware.
2, teaching new lessons:
3. Feedback exercises: Ask students to read the text according to the teacher's teaching and their own notes, and then answer the after-class exercises or workbooks in their own words, so as to deepen students' understanding of the text and appreciate the author's feelings.
4. Summary: On the basis of students' practice, discuss the topic of the text, understand the central meaning and make the final statement.
5. Homework: Determine 2-3 points according to the text exercise or workbook.
Six, blackboard design:
6. How to use Li Bai, the material of high school Chinese class?
Born with a pair of arrogant, unruly and out of tune with the world. He despises mediocrity and is eager to make achievements.
He once said: "Fifteen good swordsmanship, all over the princes, 30% articles, calendar to Qing Xiang, although less than eight feet long and full of heart." He compared himself to Dapeng: "Dapeng rises with the wind and soars in Wan Li."
Personality is straightforward and unrestrained, not flattering. He wrote: "Pines and cypresses have their own hearts, but it is difficult for peaches and plums." He looked down on powerful people and persevered. In front of princes and dignitaries, there is no servility and coquetry. He dared to "call the son of heaven instead of getting on the boat, claiming that he was Brewmaster." His composition is "Zeng Linglong wipes towel, suggestion spoon, imperial concubine holds inkstone, and Lux takes off his boots".
In that era of fireworks in March, people expected you to sing praises, please the emperor, and exchange for high officials and generous salaries; And you, on the other hand, want to go to a tall building alone. In the morning, you should take off your boots and grind ink, and put a white deer between the cliffs in the wild. So you are doomed to be lonely, "until, holding up my cup, I asked the bright moon to bring my shadow to the three of us", but you proudly said, "What are bells and drums, rare dishes and treasures? I hope that I will never wake up after being drunk. "
And when we look back at the Tang Dynasty, it was not the emperor who stood in the middle of the prosperous Tang Dynasty, but you!
Wine into the chest, seven differentiation into moonlight, the remaining three points into a firm but gentle roar, embroidered mouth spit is half of the Tang Dynasty.
"It's hard to walk, it's hard to walk, there are many roads, and today's safety." You sang this poem from Chang 'an to the empty valley, becoming an orchid with pride, leaving only the back of pride and the beautiful talk of Lux taking off his boots.
Since then, you have traveled all over the famous mountains and rivers, singing the grandeur of "flying to three thousands of feet, suspecting that the Milky Way has set for nine days", singing the fantasy of "the bright moon is like a mirror, and the sea clouds are like a palace", imagining the grandeur of "how the water of the Yellow River can move out of the sky" and spreading "Since talent is a gift, let it be employed! , spin a thousand silver, all come back! " .
An orchid that stands proudly in history still exudes fragrance, making the whole era faint and transparent.
When the clothes of the Tang Dynasty faded, people remembered not the emperor, but you, all in your shadow.
The orchids in the valley are proud, tenacious and quiet, which makes people feel a kind of beauty that has never been seen before. History has scoured out heroes, but not you. You are the most beautiful symbol of the whole world and unforgettable.
7. How to learn classical Chinese in senior high school? Hehe, this is what I am good at.
Actually, don't find it difficult. It's simple. Try following these steps.
Step 1: First of all, you must listen to the teacher explain an article in class and pay attention to the usage of what the teacher says. Because classical Chinese is sometimes the same as modern Chinese, it only has several uses of a word. You just need to understand and remember it. Pay attention. You must understand it. Moreover, this article must be understandable and well understood.
Step 2: After thoroughly understanding this article, you should find another classical Chinese with annotations. Don't read the notes first, read them once, you will never understand them this time, then close your eyes and think about them, and then contact the notes. Then you will realize something.
The third step is to look back at the article your teacher explained and the one you just read. Remember what common words are, their special usage and the characteristics of some special sentence patterns.
The fourth step is to take out a new classical Chinese. Remember, choose the simple one at first. It's best to take an article that you didn't understand before and see if you can understand it. Look at the words, usage and sentence patterns in it. Of course, there will be some new ones that have never been seen before. It doesn't matter, there will be new ones, and there will be fewer and fewer new ones. Teachers will constantly meet new ones when they watch it.
You can learn it well! Come on! I hope I can help you.