I read a lot of materials before class, including other people's teaching designs and teaching courseware, but I found that most of them are the same. My understanding of the ideological content of the article only stays at the point of "calling for the true feelings of the world", and I always feel that I can't reflect the faint emotional tone of the text. I found some information about classic reading. Finally, I set the teaching goal in the following three aspects: 1, to capture the complex thoughts and feelings contained in the works, to deeply reflect on the connotation of "dream" in the text, and to explore the theme of "humanity" in the tragedy; 2. Appreciate the unique artistic charm of the work and feel the sad beauty of the article; 3. Taste the language of the work, learn from the writing techniques of the article, and create an atmosphere and express emotions through distinctive scenery description and narrative tone. The key and difficult point of teaching is "feeling the sad beauty contained in the article without revealing it". First, feel the emotional tone of the work, then deeply interpret the ideological content of the work, and then think about exploring the deep meaning of the work (group cooperation). I first interpret the rural girl's dream, then I interpret the rural girl's dream, and then compare the similarities and differences between the rural girl's dream and my dream, so as to explore the significance of childhood dreams to life and how to understand the author's sadness and melancholy. Finally, choose two clips to appreciate the language of the work. Finally, considering the special style of this article, it is difficult to understand, so I choose a poem with similar style after class to assist reading, and extend reading through poetry creation, so as to improve students' Chinese literacy in the training of reading and writing ability. It took two class hours to achieve the predetermined teaching goal.
Prose selected for middle school textbooks are all beautiful essays with unique styles. As a Chinese teacher, if we can grasp the basic rules of prose works, it will play an important role in organizing and guiding students to read, understand, grasp and appreciate prose. Although it is teaching under the new curriculum standard, we can't blindly rely on overhead texts to expand our exploration. First of all, we must base ourselves on the traditional text interpretation and cultivate students' reading comprehension ability in the interpretation. The beauty of prose first lies in the beauty of artistic conception and emotional feeling. This article is a beautiful article with rich implications, so the teaching design focuses on the beauty of sadness hidden in the works. Of course, as a teacher, we must first let ourselves enter the artistic conception and have a profound and thorough understanding of the works in order to lead students into the works. On the basis of feeling the work and producing * * * * sounds, the artistic conception is conveyed to the students' emotions with strong feelings, so that the thoughts of both teachers and students are naturally coordinated with the author's works. In this process, teachers' "emotion" and "guidance" are two very important links.
The beauty of prose lies in the beauty of language, which is closely related to the beauty of emotion. Therefore, appreciating language is also an important part of teaching design. By tasting language, subliming feelings and appreciating the unique artistic charm of the works, students are influenced by beauty.
The teaching plan of "Picking Ears of Wheat" in the first volume of the seventh grade Chinese II. Teaching objectives
Implement the key teaching goal of this unit: grasp the details of the work and appreciate its language charm.
1. Guide students to appreciate the "details" of different characters picking wheat ears, understand the inner feelings of the characters, and explore the theme of the works (the sadness of rural women's fate, the yearning and pursuit of eternal pure and beautiful feelings)
2. Appreciate the rich, delicate, exquisite and moving language in understanding the characters' emotions and exploring the theme of the works.
3. Appreciate the symbolic expression of the article (the symbolic meaning of tobacco pouch and persimmon with small fire)
Second, the importance and difficulty of teaching
Key points: Grasp the details and taste the language.
Difficulties: exploring the theme and appreciating the expression of symbols.
Third, teaching ideas
1. Teaching strategy
(1) Multiple dialogue strategies based on student-based dialogue (teacher-student dialogue, student-student dialogue, etc.). )
(2) The long culture is short, and the complexity is simplified, focusing on the basic elements of the article: people, things, things and feelings.
Step 2 preview the arrangement
(1) Read the full text of "Picking Ears of Wheat" and realize the emotions contained in it.
(2) Finish the preview homework and master the main content of the article.
Preview homework:
What is this article mainly about?
(2) How did the girls and "I" pick the ears of wheat? What's the purpose?
3. Teaching time: one class hour.
Fourth, the teaching process
(A) dialogue between teachers and students: overall perception, grasp the general idea
1. What is this article mainly about?
Picking ears of wheat
2. The article says who picks the ears of wheat?
Girls pick ears of wheat, and "I" (geese) pick ears of wheat.
Student-based Dialogue: Reading "Details" and Taste Language.
1. Read the second part and interpret the "ear picking" of girls.
Refers to a classmate reading aloud, other students thinking:
How do girls pick the ears of wheat? Why do they pick ears of wheat?
Time (environment): from "the morning when the moon disappears" to "the moon returns to the horizon"-from morning till night (hard work)
Action: "Take" and "Pick" (desperately)
Inner heart: daydreams, dreams, fantasies, imaginations and dreams-excitement, joy and desire.
Harvest: "Fill the basket" and "Maybe pick a bucket"
Goal: sell, save, pull, buy, cut, sew, embroider and dress-prepare the dowry (looking forward to a happy marriage).
Blackboard writing:
Girl-preparing dowry (expecting a happy marriage)-beautiful dream
2. Read the third part and interpret "I"' s "ear picking".
(1) means that one student reads section 1-8, and other students think that:
What's the difference between "I" and girls "picking ears of wheat"?
Actions: Trip, Follow Sisters, Fall, Chasing Grasshoppers and Butterflies.
Harvest: "It's rare to pick a basket full" and "A few ears of wheat are scattered"
Objective: "Prepare a dowry" (marry an old man who sells stove candy)
Blackboard writing:
Goose-Prepare Dowry (Marry an old man who sells stove candy)-Naive (naive) dream
(2) Two students with different roles read the dialogue between "I" and the old man selling stove candy, and think about it in combination with the relevant contents in the third part:
What kind of little girl am I? Why do you want to marry an old man who sells stove candy?
"I":
Innocent, lively and lovely, greedy and ugly, few people love, eager and attached to the "simple love" of the elderly like "my" mother.
Old man selling stove candy:
Old, lonely, homeless, kind and simple, loving "me", a greedy, ugly little girl who is rarely loved, attached to "me" and let "me" experience the simple and beautiful love between people.
(c) Life-to-life dialogue: exploring themes and appreciating skills.
The girls and "I" are picking ears of wheat for their dreams, and these two dreams are finally shattered. So, how do girls and "me" react to the disillusionment of their dreams?
1. Read the last three sections of Part II and think:
How do girls react to the disillusionment of their dreams? How did the people around you react?
Girl: "I got married successfully" and "I won't be too sad"
-content with fate, no longer pursue, no longer dream
People around you: "No one will sigh for them, and no one will care about their wishful thinking"-because they are commonplace and indifferent.
Writing on the blackboard (continued):
girl ................................................................................................................................................................................
2. Some people say that the girls' "Ear Picking" is the background, while mine is a concrete "case" and a vivid footnote to the background. So, will my final fate be the same as that of the girls?
(Students discuss and explain the reasons)
Tip: To find the basis from the text, one is to grasp the reaction of girls and "me" to disillusionment and the "reaction" of people around them, and the other is to try to figure out their intentions by combining the descriptions of tobacco bags and small fire persimmons in the text.
Thinking about related issues:
(1) What thoughts and feelings of "I" have been entrusted to the tobacco pouch? Why do I often want to find it?
(2) What is the purpose of the author's description of small fire persimmon?
Cigarette bag:
Entrust the naive dream of "I" at first, and yearn for and pursue simple and beautiful feelings between people.
Small fire persimmon:
It symbolizes the beautiful things with tenacious vitality in nature, suggesting that "I" will never be willing to arrange my fate like a girl, but will always yearn for and pursue simple and beautiful feelings.
Writing on the blackboard (continued):
wild goose ..............................................................................................................................................................................
(D) dialogue author: know people, discuss the world, and extend reading.
1. Click on the link-Jason
Zhang Jie, 1937 was born in Beijing, and her ancestral home is in Liaoning. She is a contemporary female writer, and she has written Heavy Wings (the winner of the second Mao Dun Literature Award), Ark, The Man Who Loved Me Most in the World Has Left, Love Can't Be Forgotten, etc.
In the "Wild Goose Series" focusing on childhood, the author describes the story of a simple and honest girl "Wild Goose" who pursues beautiful people and things, and picking wheat ears is one of them.
"In the 1980s, Zhang Jie was famous for writing works with female consciousness and reflecting women's problems ... Many of her works were based on female characters, writing women's sensitive and delicate psychology ..." Her works "often express a warm, sad and fresh feeling through children's perspective, showing the simple and touching side of' humanity'"
2. Summary
"I write my heart", in my heart, in our hearts, love can not be forgotten (blackboard writing)
Verb (abbreviation for verb) assigns homework.
1. The famous American singer Michael Jackson once sang affectionately in his childhood: "Have you seen my childhood? I am looking for the world I come from. " Childhood should be naive; Childhood should have been forgiven for everything; Childhood should be carefree ... but today, that fascinating "childhood" is drifting away and disappearing from us.
Please write an article on the topic of "Recovering Childhood"
Requirements: (1) Written narrative (2) Self-defined (3) No less than 800 words (4) No plagiarism or reproduction.
2. Read "The person who loves me the most in the world has gone" after class.
Attachment: blackboard design
Girl: Prepare a dowry (expecting a happy marriage)-Beautiful dream-Broken dream-Understanding the fate of rural women (unable to change themselves)
Goose: "Prepare a dowry" (marry an old man who sells kitchen candy)-naive dream-dream "shattered"-yearning and pursuit of simple and beautiful feelings will last forever ("love can't be forgotten")
The seventh grade Chinese first volume "Picking ears of wheat" teaching plan 3 Teaching objectives:
1. Learn and appreciate the complex thoughts and feelings and rich symbolic meanings of the works.
2. Explore the true meaning of love and the emotional world of rural girls.
3. Cultivate students' language expression ability, organization ability and inquiry ability.
Teaching focus:
1, guide students to understand the feelings contained in the author's soothing and slightly sad tone.
2. Appreciate the rich symbolic meaning of the work.
Teaching difficulties:
1, explore the true meaning of love.
2. Taste the author's faint and sad prose language in dialogue description, behavior detail description and meaningful sentences.
Class schedule: one class.
Teaching preparation:
1, let the students play three guest roles: the author Zhang Jie, "She" (the companion of the author Zhang Jie when she was a girl) and "I" (the author when she was a girl).
2. Arrange students to collect information about the author Zhang Jie, and learn about her experience, personality, status, occupation, specialty and interest.
3. Guide students to learn "Picking Ears of Wheat", deeply understand the diversified themes and artistic functions of the works, such as symbolism and contrast, and grasp the author's writing, thinking, compassion, love and worry in the text. In addition, we should also read the author's other works with the same theme widely, so as to help us fully understand the author's works and the true meaning of love.
4. Before the live broadcast, we should do the following three things: choose the ideal host; The problems to be solved are analyzed in detail by the moderator and the problem proposer; Inform the guests and audience a few days in advance, so that everyone can be fully prepared for the problem, broaden the thinking of solving the problem and understand the essence of the problem; Make a computer courseware according to the content of "picking wheat ears".
Teaching content and steps:
First, multimedia presentation:
I once shook hands with an invisible man.
There was a scream and my hand was burned.
Left a mark.
-North Island "electric shock"
What I thought I had forgotten has been hidden in a corner of my mind, flooding in like a tide; One has lost the trace of childhood, but it is alive in front of our eyes; Every teenager who picks wheat ears is attached to the fields and early years. Because there are not only difficulties and hardships here, but also songs and laughter; Not only the intentional spring sowing, but also the autumn harvest of love; Not only simple and immature, but also thinking and examining. So, today, we will go to "Picking Ears of Wheat" with the column "Art Life".
Second, live broadcast:
1, the host appeared on the stage, announced the theme of the program (showing slides) and introduced the guests one by one.
2. Show computer courseware.
3. The author Jason introduced the creative experience and intention of "Picking the Ears of Wheat". The main points are as follows:
My recent writing has paid more and more attention to capturing and measuring a state of mind, a lingering emotion or emotional environment, which, due to its profound fuzziness, tends to become more intense and inevitable with the unfolding of narrative. Therefore, the impulse to create this article comes from the sadness that is hard to get rid of. According to Freud, feeling sad about losing someone you love or something abstract may bring sadness and depression at the same time. For decades, there has been an unforgettable and inescapable sadness that makes me feel depressed and uneasy. This anxiety stems from my attachment to a weather-beaten old man who sold kitchen candy in my previous life. Unfortunately, he "died" when I grew up. For the warmth between the old and the young, I can't help reliving that past time and space with a pen, capturing children's memories as reflections of the adult world, looking for lost ideals, calling for simple and sincere love, and recalling the pure beauty of human nature.
Picking wheat ears needs to be dispersed, and most of the time teenagers who pick wheat ears are lonely. I walk in the field, and I walk in loneliness. Lonely scenery has a catalytic effect. My feelings and thoughts-putting printed cloth and sewn clothes out of wheat accumulated for many years into a bag and marrying an ideal man-broke ground and sprouted, turning green and growing tall in the wind, rain and sun. Unfortunately, those fantasies suddenly changed on the wedding day. Theoretically, people need material gain, but more spiritual freedom, so that they can live better and choose and create a better life path according to their own wishes. But the actual situation in the countryside at that time was hard, embarrassing and indifferent. In all kinds of desperation, I had to marry. Without other people's sympathy and concern, even I won't feel too sad. Imagine one, have a sweet dream, cough!
4. Interaction between guests and audience:
(1) The audience asked the guests questions. Students are confused about the interpretation of the text, and have a dialogue through collection and arrangement. )
A. What are the attitudes of "she" and "I" in the works after their dreams are shattered? (Please answer "she" and "I")
Tip: search for information, you can find the basis from the works.
After the dream-like expectation of "she" was interrupted alive in the works, she "married willingly and obediently" and accepted the cruel reality with a kind of primitive courage and ignorant toughness.
The "I" in the work, after learning the news of the death of the old man who loved himself and sold kitchen candy, "cried very sadly", "I often miss him and often want to find that crumpled cigarette bag like a pig's stomach". Besides mourning, I also have a longing and cherish for love.
B, what kind of thoughts and feelings does "The Tobacco Bag" place in the text? Why do I often want to find that tobacco pouch like a pig's stomach?
Tip: The "tobacco pouch" symbolizes a pure feeling between people. The author has been pursuing this kind of true love and lost dream after the death of the old man who sold stove candy.
C, do you think this feeling still exists in real life?
Multimedia display materials: Some time ago, the newspaper reported a news. An old lady was hit by a taxi on the road, and the driver ran away quickly. A man volunteered to take the old woman to the hospital and asked passers-by to leave contact information to prove what had happened, but no one wanted to sign it. Later, after the man and another unnamed truck driver took the old woman to the hospital, they were bitten by the old woman's family and identified him as the driver.
The host asked: Why are the feelings between people like this now? What is your ideal relationship between people?
Interactive communication between audience and guests
Tip: In reality, the disillusionment of village girls' dreams is the normal state of life, and we often encounter the disillusionment of love.
But our pursuit of true love has never stopped, although it may have been lost.
(Audience or guests can chat. Please talk about the real feelings you have felt and their influence on you. )
D. Audience Q: I always feel that the work is a bit like "Hanging the Red Lantern" directed by Zhang Yimou, which contains some kind of fate. Do you think the details in the article "Red Persimmon" have special meanings?
A: That's true. "Small fire persimmon" was written twice in the article, which is also bright red, but it contains different symbolic meanings because of different feelings before and after. I don't know, before the old man died, "I" only felt that the persimmon with a small fire could not be blown away by the wind, nor could it rain, nor could it be suppressed on a snowy night. That tenacious individual makes people feel that someone in the world may really be singing a happy love carol. But the fact is, even if persimmons are not picked, won't they get old? When you are old enough to land, the result can only be shattered. Therefore, "Picking the Ears of Wheat" has become a fable, asking people: whether to choose a routine life or to be a deviant in life and take the risk of life falling. "I" didn't give you a clear answer, but told the world gently: "I" often miss him and often want to find that tobacco pouch like a pig's stomach.
E, audience question: Teacher Zhang (student) So you didn't make a clear statement about my life choice after the death of the old man selling stove candy in your works. Things will change. Today, decades later, you should have our exact answer in your heart, right?
Students can guess from the author's intention to create this work at the beginning: Do you choose a normal life, or do you want to be an eccentric person and risk your life to fall? If you choose between the two, you will choose the latter. Because when a person loves and is loved without any hope and expectation, what is not worth paying the price of life?
(2) Guests ask questions to the audience. (The guest's question is actually inspired by the dialogue between teachers and students. By designing questions, students can have a new and higher dialogue. )
In the works, the "poor" old man selling stove candy changed from pity to care, from attachment to mourning and nostalgia. What does this emotional development give us?
The audience can have many interpretations, as long as it is meaningful.
A. The emotional changes of "I" all show "I"' s desire and persistence for love, dare to break through the secular prejudice, and eagerly look forward to and pursue "love".
B, two individuals of the opposite sex care about each other and are attached to each other. Pure love and sincere love, no matter how high or low, no matter how long, are the true meaning of love.
C, between the old and the young, there is indeed a long-term concern and a calm warmth, but due to the disparity in material conditions of love, it can only end with the death of the old man who sells stove candy. This longing can't stand the wind and rain, and this kind of love is not love in the modern sense. No wonder the author wrote at the end: "However, I don't know where it (wallet) was thrown." Yes, the fantasy of "I" is "at most like losing a beautiful dream".
Third, play music.
The host concluded: the behavior of human picking wheat ears has an ancient meaning, which reminds people of primitive humans and ancient poems. They know that people from the Tang Dynasty to the Han Dynasty and even more distant dynasties walked in the fields in this way, searching, hoping, meditating, lonely, loving and resentful. In this way, they walked from generation to generation, and today, our generation and future people will walk on this land forever. ...
Task:
1, Jason's long documentary "The Man Who Loves Me Most in the World Has Gone" was adapted into a movie. If someone wanted to put "Ear Picking" on the screen, how would you direct it? Rewrite this work into a play and write a theme song for the play.
2. Read Zhang Jie's prose and compare and analyze Zhang Jie's creative style.
Data collection:
Zhang Jie (1937 ~) is a contemporary female writer. I come from Liaoning and was born in Beijing. I liked music and literature when I was in primary school and middle school. 1960 graduated from the Department of Planning and Statistics of China Renmin University and worked in the First Ministry of Machinery Industry. 1978 published his first novel, Children from the Forest, and won the National Excellent Short Story Award in the same year. Joined the Chinese Writers Association the following year. 1982 Joined the China Center of International PEN, and went to the United States with a delegation of American writers to attend the first meeting of Chinese and American writers. Vice chairman of Beijing Writers Association. He has a collection of works, selected scripts of Jason's novels, a collection of novels and essays, Love Can't Be Forgotten, the Ark, a collection of novels, Emerald, and a novel, Heavy Wings (Won).