Junior middle school Chinese teaching materials are based on the "Chinese Curriculum Standards", follow the basic laws of Chinese education, implement the cultivation of students' abilities in all aspects, and follow the principle of step-by-step. The teaching materials are arranged using a large unit framework and a dual-line organizational unit structure to strengthen the comprehensiveness and practicality of Chinese learning.
Each unit of each textbook has unit objectives. Teachers must be well aware of the unit objectives when teaching, and implement the unit objectives when teaching each text. Lecture on teaching methods in reading classes, implement training in self-reading classes, and test the methods learned.
Take the fifth unit of Qixia as an example.
The unit objectives are as follows:
1. Feel the rich philosophy of life contained in the text, and stimulate attention and thinking about nature, society, and life.
2. With the help of specific words, you can feel the beauty of language and further understand the method of expressing one's ambition through objects.
3. Use comparative reading methods to feel the similarities and differences of the works and deepen your understanding of the text.
The styles selected in this unit are diverse. Both prose and poetry contain rich philosophy of life, directly or indirectly expressing the author's thinking on life.
Combined with large-unit teaching, the teaching design is as follows, taking the first lesson of "Purple Wisteria Waterfall" as an example:
Teaching objectives:
1. Read the text aloud and clarify the article. ideas, and outline words that reflect the author's emotional changes.
2. Taste and appreciate the beauty of wisteria flowers and understand the author’s writing style. (Key points)
3. Understand the writing method of expressing one's ambitions by holding things in mind, and understand the author's feelings on the wisteria flower. (Difficulty)
Teaching process:
1. Understanding the topic
Wisteria waterfall? "Wisteria" reveals the object of the article description, and also uses exaggerated metaphors to highlight the rhetoric The wisteria waterfall flourishes.
2. Preview test:
1. The author of this article (? ) original name ( )
2. Write the words you have accumulated in the article:
Lonely, coiled and crouching, settling, blooming, laughing,
Bees surrounding butterfly formation, flower spikes
3. Self-reading text
3 , Read the text aloud
1. Requirements: Read the pronunciation of the characters accurately, pay attention to the changes in the length and weight of the tone, and read the beauty.
2. Clarify the ideas of the article: fill in the blanks based on the content of the article.
(1) (? Appreciating) flowers - (Remembering) flowers - (? Enlightenment?) flowers
(2) The author's emotional changes: (? ) - (? )——(? )
(3) Divide the context of the article
(4) Underline the author’s feelings about wisteria flowers
“Flowers and people can Encounter all kinds of misfortunes, but the long river of life is endless”
Discuss the meaning of this sentence in conjunction with the full text.
4. Appreciate the sentences describing wisteria flowers in the article, and appreciate the beauty of describing scenery
…
Tips can be appreciated from a rhetorical perspective or a writing perspective .
5. Summary
Talk about your own gains.
Assignment:
Underline the sentences describing the wisteria flowers in front of you and the wisteria flowers in the past, and compare and read them to understand the changes in the author's thoughts.
In classroom teaching, teachers should establish large-unit teaching awareness, implement unit objectives, and use this as an opportunity to strengthen guidance on students' reading methods, ultimately achieving the goal of training students' thinking and improving students' reading ability.