I hope that through today's study, students can further understand and like classical Chinese. 2. Read the full text (1). Read freely and loudly. If you don't understand, read it several times.
(2) Repeat and comment at random. When necessary, teachers should demonstrate or read aloud, and pay attention to guiding students to feel the rhythm and charm of classical Chinese. 3. Understand the title of the article: What is the meaning of "Boya Juexian"? Guide students to use familiar expressions to say that they should learn to be flexible when learning classical Chinese. )
(2) Where else does the article mention Boya's solo? What does "Juexian" mean here, and what does it announce to the world? It means that you will never play the piano again for life, and you will be completely abandoned to the world. ) 4. Then untie the strings.
Read the article again to see what you read and what you didn't read. Students communicate after learning the text. Several preset teaching production points: (1). The word "good" has different uses: the word "good at playing drums and listening" can be understood as "good at"; Two "kindness" means admiration.
(2) Where can we see that Boya is good at drumming and Zhong Ziqi is good at listening? In-place experience: If you are a child, Boya drum piano aims at mountains and rivers. What do you seem to see through the piano sound of Boya? So how do you admire it? (3) Since Boya is good at drumming, what moving scenes will his piano sound show besides mountains and water? Guide students to imagine the answers: bright moon, breeze, curling smoke, drizzle and spring rain ... (4) Guide students to expand and use language: If you are a child, be a "Boya guqin, aim at the breeze". Do you feel the breeze in Boya piano? So how do you admire it? ("Good, as slow as the breeze!" ) When "Boya played the piano against the bright moon", did you see the bright moon through Boya's piano? So how do you admire it? ("Good, as bright as the moon!" Imagine a picture together: In the second class, Boya is listening while playing the piano. When Boya Guqin aims at willows, spring rain and clouds ... how will it be respected in the next stage? Guide the students to say sentences in the form of compound sentence.
(6). This is exactly: "What Boya says, Zhong Ziqi will get." If you have something on your mind, a good friend will boast. This is no ordinary friend! This is called-bosom friend.
No matter what Boya is aiming at, whether it is mountains, running water, bright moon or breeze, no matter what Boya is reading, it will win in the next stage. This is the true confidant! 1. Boya is already a famous musician in Chu. Do you think he will still lack praise? Why does he regard hippopotamus chef as his confidant? 2. Can you feel any emotion when Boya hears other people's irrelevant praise? At that time, Boya must have a longing in his heart. What is that? He must have been screaming in his head for countless times. What did he ask for? Finally, one day, Boya met her bosom friend Zhong Ziqi! How will Boya feel in the face of such a wonderful childhood and such a rare bosom friend? What will he say next semester? If you knew me, you would be a child, too! At this time, Boya and Hippo chefs, do you think they are just a pair of musical bosom friends? 6. The gathering of intimate friends must be very happy and harmonious. Reread the text and feel the harmony and joy of the bosom friend party. But things are unpredictable, and I died unfortunately.
Show the sentences. Students read aloud: "You died when you were a child. Boya said that there would be no bosom friends, but you would break the piano and never play drums again." 1. How could Boya think that there was no confidant in the world when he died? 2. After the death of chef Hippo, Boya had to go back to his old life. It was unbearable to have no intimate friends and no one to understand him.
This kind of pain, no one can talk about, is finally manifested in an extreme way: breaking the piano and never playing drums for life! Is Boya absolutely just a string here? What did he break when he broke the string? Please read this sentence again when you understand Boya's mood at this time. 5. Deeply understand the unique string (1)? According to this legend, Feng Menglong, a novelist in the Ming Dynasty, wrote Yu Boya's Qin Xie, which was included in Warning Book, and described this touching story with vivid brushwork.
Boya wrote a short song in memory of his best friend Zhong Ziqi at the grave of the little chef hippo. Show the poem to the students and read: "I remember there was a gentleman by the river last spring."
I visited again today, but I didn't see my bosom friend. But it hurts to see a piece of land! Sad, sad, sad, can't bear to cry.
Why come and go? There are dark clouds on the river bank. Zizizizi Xi, you and I are as good as our word, and we have passed the end of the world without enough words. This song will never be played again, and the three-foot lyre will die for you! "(2) When the child dies, Yu Boya will return to a life that no one can understand before. Who can listen to that song of mountains and rivers? Only this touching story has been passed down through the ages! Students read the text.
(3) What do you want to say to Boya in the face of his pain and despair? Write down your thoughts. 6. aftertaste is unique. Based on this touching story, people wrote an equally touching piece of music: Mountain Flowing Water.
Play the music "Mountain Flowing Water", please enjoy it. Read the story again with that touching song "Mountain Flowing Water". (Instructional Design: Xue Yan, Teaching and Research Section of Gongshu District Education Bureau, Hangzhou, Zhejiang).
2. How to create a vivid and efficient classical Chinese classroom in junior high school? Classical Chinese teaching is an important part of Chinese reading in middle schools. It plays a role in inheriting the excellent national culture, educating students in ideological and moral education, helping students understand ancient society and better master modern Chinese.
The new middle school Chinese textbook published by People's Education Publishing House in the autumn of 2000 has increased the reading of ancient poetry and classical Chinese. The new syllabus puts forward the requirements of "reading ancient poems and simple classical Chinese, understanding the content with notes and reference books, and reciting a certain number of famous articles". Compared with the past, it has two characteristics: first, the reading volume of classical Chinese teaching in junior high school has increased; Second, students' learning requirements are reduced, and they only pay attention to reading, reciting and understanding of basic contents, and have no specific requirements on the meaning of function words, flexible use of parts of speech and special sentence patterns.
But if you don't understand and master words and sentences, how can you understand and use them? I think this is a pair of teaching contradictions. How to break through the difficulties of junior middle school students in learning classical Chinese and effectively solve the contradiction between "extensive reading" and "poor reading" will become a major focus of our teaching exploration.
Based on the above considerations, I will improve the efficiency of classical Chinese classroom teaching from the following aspects. A basic and important goal of classical Chinese teaching is to thoroughly understand the teaching materials and establish the goal of correctly understanding the literal meaning of words and sentences in classical Chinese, but this is not the only goal.
In addition, students should also appreciate and evaluate the article properly. Most of the classical Chinese texts selected in the textbooks are very literary.
The ideological character of his characters, the author's attitude towards life, the pursuit of ideals, thoughts and feelings all have an influence on the formation of students' outlook on life, values and aesthetic taste. For example, Yu Gong's Yi Shan, Humble Room Inscription and Ailian Theory are self-evident.
Therefore, in teaching, we must first determine the teaching objectives, guide students to master the basic knowledge of classical Chinese, and at the same time let students appreciate and evaluate the works properly. Appreciating the feelings in the text, imagining the scenery in the text, understanding the way in the text and feeling the elegance in the text are the highest realms pursued by classical Chinese teaching.
Second, skillfully use tricks to stimulate interest. First-year students are unfamiliar with the study of classical Chinese and it is difficult to learn it. Interest is the best teacher. When students are interested in learning, they will be motivated to change passive learning into active learning.
Therefore, how to stimulate students' interest in learning is particularly important in the introduction of new courses. The vivid introduction of new courses will help students to enter a positive and happy learning state, relieve their fear of difficulties in learning classical Chinese, and promote their understanding and accumulation of words and contents in learning classical Chinese. According to the characteristics of classical Chinese, we can try the following methods: 1. Introduction to idioms and epigrams There are many idioms in the classical Chinese text of junior high school. If we adopt corresponding idioms to introduce this kind of classical Chinese teaching, we will achieve good teaching results.
Classical Chinese in junior high school, many articles can be introduced in this way, such as Sun Quan's persuasion and Peach Blossom Garden. In addition, there are many famous aphorisms in junior middle school classical Chinese, which can not only deepen students' understanding of the text, but also strengthen the accumulation of language.
2. Introducing stories with vivid stories and beautiful legends can also arouse students' interest in learning and deepen their understanding of the text. The story used to lead in can be the story described in the text itself or other stories related to the content of the text.
For example, when teaching classical Chinese with strong stories, such as Wolf, Stomatology and For Learning, teachers can tell stories to students first, then guide students to learn the corresponding classical Chinese, and then implement word teaching. For another example, the story of Tengjian Yueyang Tower can be used for teaching, and the story of Liu Bei's three visits to the thatched cottage and Zhuge Liang's dedication can be used for teaching, so as to broaden students' horizons and deepen their understanding of the text.
3. Using pictures and media to stimulate students' interest can mobilize students' existing knowledge reserves related to the content of the text to introduce the text, review the old and learn new things, and stimulate students' interest in learning, such as using the Three Gorges of the Yangtze River in geographical knowledge to introduce the Three Gorges; You can download pictures related to words from the internet, read articles with classical music by multimedia means, or directly display audio-visual and picture contents related to words by multimedia means to create scenes; Give full play to the initiative of students' active participation, and let students use network resources and related books to find information related to the text in preview. Third, highlighting the key points and strengthening the vivid introduction of new reading courses can only be the beginning. In the specific stage of guiding reading, we must strengthen reading, highlight the key points of learning, and avoid seeking perfection and covering everything.
At the same time, we should give full play to students' main role, completely abandon teachers' "cramming" teaching methods, let students think more, discuss more and speak more, and fully mobilize students' learning enthusiasm. In particular, strengthen students' reading training and adopt flexible and diverse ways to let students read and recite.
The classification and query of periodical articles are in the periodical database. As the old saying goes, "You can't know the meaning of a book until you read it a hundred times", which means that you can understand the intention of an article only after repeated reading. Reading is still an important way to learn classical Chinese. In teaching, we should not only pay attention to classroom reading, but also pay attention to extracurricular reading.
Classroom reading can be divided into three steps: first, the teacher's model essay reading. Teachers can not only make students remember difficult words and their pronunciations, but also make them read the text vividly. A pause in a sentence; Speed, more importantly, can stimulate students' interest in reading and improve their cognitive ability.
Teachers accurately and vividly simulate reading, and then unconsciously bring students into the beautiful realm of the article with the help of different changes in stress, intonation, pause, speech speed and volume, so that they have interest and motivation in learning. Second, students read aloud.
On the basis of the teacher's demonstration reading, students can read again and again. On the one hand, students can be required to sketch out the key words and famous sayings in the text while reading, and focus on memorizing them; On the other hand, we can perceive the content of the article, deeply understand the meaning of difficult words and sentences from the sentence structure and context, and grasp the author's views, attitudes and ideological tendencies expressed in the article. The students read aloud again.
Reading aloud means reading aloud repeatedly on the basis of understanding the meaning of the article, so as to be familiar with the article. Students' reading should be given scientific and targeted guidance to avoid aimless mechanical repetition.
Recite.
3. Ask everyone how to write the case of Chinese teaching in primary schools, and please tell me the author of the model essay who knows. The significance of writing teaching cases is 1. Writing teaching cases by teachers is a way for teachers to constantly reflect and improve their teaching, which can make teachers more deeply aware of the key points and difficulties in their work. This process is the process of teachers' self-education and growth.
2. The process of teachers writing teaching cases is the process of mutual transformation between external education theory and internal teaching theory, which can provide rich practical situations for new teachers and in-service teachers, help to integrate theory with practice in teaching and cultivate the ability to analyze and solve problems. 3. Teaching cases are a true and typical record of teachers' teaching behavior, a true embodiment of teachers' teaching ideas and concepts, a valuable resource for education and teaching research, and an important medium for communication between teachers.
Second, what is a teaching case? Four statements: 1. A case is a description of the actual situation. In this case, there are one or more problems, and there may be solutions. 2. "Teaching cases describe teaching practice.
It shows people some stories in rich narrative forms, including the typical behaviors, thoughts and feelings of teachers and students. "3. Teaching cases refer to teaching situation stories containing certain decisions or problems, which reflect the typical level of teaching thinking and its maintenance, decline or achievement.
The collection of such cases must be done well in the field in advance, and relevant materials should be consciously selected from the objectives of teaching task analysis. Here, the researcher's own insight is the key. 4. Teaching cases refer to "narrative teaching practice records written jointly by teachers or researchers and teachers."
There are many typical cases and problems in school education and teaching. Cases can reflect teachers' behaviors, attitudes, thoughts and feelings when dealing with these problems from different angles, and put forward ideas and examples to solve the problems. Teaching cases are descriptions of key points, difficulties, accidental events, meaningful and typical teaching cases, specific teaching behaviors and art, as well as analysis, reflection and summary records of cases.
The case not only records the teaching behavior, but also records the thoughts, feelings and inspirations that accompany the behavior, reflecting the problems, contradictions and puzzles that teachers encounter in teaching activities, as well as the resulting ideas, ideas and countermeasures. It not only has specific plots and processes, but also is real and touching. It is also summarized from the height of educational theory, teaching methods and teaching art, and realized the true meaning of educating and enlightening people.
It can be said that a teaching case is a story of a specific teaching situation. When people tell this story, they often express their opinions-comments.
Therefore, a good case is a vivid and true story with wonderful comments. Third, the characteristics of teaching cases 1, the difference between cases and papers From the perspective of style and expression, the paper aims at reasoning and focuses on discussion; The case is for the purpose of recording, mainly narrative, with discussion and explanation.
In other words, a case is to tell a story, not to tell the truth through the story. From the perspective of writing ideas and ways of thinking, thesis writing is generally deductive thinking, and the way of thinking is from abstract to concrete; Case writing is a kind of inductive thinking, and the way of thinking is from concrete to abstract. 2. The difference between case and teaching plan, teaching design and teaching record. Teaching plan and teaching design are both pre-conceived teaching ideas and brief explanations of teaching measures to be implemented; Teaching cases are the reflection of the teaching process that has happened.
One is written before teaching and the other is written after teaching; One is expectation, and the other is result. Cases and teaching records are similar in style, both of which describe teaching scenes, but teaching records record whatever you hear or not, and cases are selective.
Fourth, the general elements of teaching cases 1. Background The so-called background is to explain clearly to readers: the time, place, characters and causes of the "story". The background introduction does not have to be comprehensive, but it is important to explain whether there are any special reasons and conditions for the occurrence of the "story".
Background is a very important part of the case, which describes the general scene of the incident and provides readers with useful background information, such as school situation, personal work background, reasons for the incident and so on. 2. Theme Every case should have a distinct theme, that is, whether a problem to be expounded in this case reflects the understanding, understanding and practice of a new concept, or how the role of teachers changes, the way of teaching and learning changes, or how to grasp and deal with the key points and difficulties of new textbooks, and so on.
3. With a detailed theme, it is necessary to screen the original materials, select the specific content that best reflects the theme, and write the key details clearly. Pay special attention to the psychology of the characters.
Because the behavior of the characters is the superficial phenomenon of the story, the psychology of the characters is the internal basis of the story development. Faced with the same situation, different teachers may have different ways to deal with it.
Why are there different methods? What is the internal logic of these teaching behaviors? What do the coaches think? Revealing these can let readers know both why and why. In this link, it is necessary to explain what the problem is, what the problem is, and the problem can be intertwined with factual materials.
This is the main body of the whole case. It is necessary to describe in detail the process and steps of problem solving and the repeated setbacks in problem solving, and it can also involve the description of the initial solution effect of the problem. 4. Results The case should not only explain the teaching idea and describe the teaching process, but also explain the teaching result-the immediate effect of a teaching measure, including the students' reaction and teachers' feelings, which problems have been solved, which problems have not been solved, and what regrets, plans and ideas are there.
Taking "problems" as the main line, there are contradictions, conflicts and even "suspense", which can arouse readers' interest and deep thinking. 5. Comment is a discussion based on narration, which shows the views and analysis of the theme and content reflected in the case, thus further revealing the significance and value of the event.
Evaluation can be self-evaluation, practical, emotional, or invited experts to comment and deepen. Through the description of the background, problems and solutions, I reflect on my own education and teaching behavior and summarize the advantages and disadvantages.
4. Model essays and lesson plans for Chinese teaching in primary and secondary schools In early 2005, the job evaluation and appointment of teachers with typical lesson plans in junior high schools: Now junior high school teachers declare their first-class titles to participate in typical lesson plans teaching (trial scheme) and announce it. Please inform the relevant teachers of this project as soon as possible, and ask the teachers participating in the pilot scheme to implement it according to the requirements of the Notice on Printing and DistributingNo. (2005)65438.
Yi County Primary and Secondary School Teachers' Job Evaluation and Appointment Office 2005.116 Attachment: Junior high school Chinese seventh grade subjects trial lecture No.21lesson kite Lu Xun eighth grade lesson 9 Lao Wang Jiangyang eighth grade lesson 12 The beauty of the bridge Wu Guanzhong ninth grade.
5. Taking ancient and modern history as an example, Sun Tzu's Art of War-Thirty-six Strategies of Sun Wu is a military work based on China's excellent ancient military thoughts and rich struggle experience, and it is one of the long-standing cultural heritages of the Chinese nation.
The phrase "Thirty-six Strategies" was written earlier than the year of writing, and its etymology can be taken from Tan Dao Ji (? -A.D. 436), according to the Biography of King Jingze of the Southern Qi Dynasty: "Tan Gong's thirty-six plans are the best policy, and your father and son should only listen to them." It means that defeat is inevitable and only retreat is the best policy.
This sentence was used by later generations. Hui Hong's "Cold Zhai Night Talk" in Song Dynasty: "Thirty-six plans, walking is the best plan." .
In the late Ming and early Qing dynasties, more people quoted this language. So a man of heart collected a batch of books and compiled "Thirty-six Plans".
However, it is difficult to determine when and by whom this book was written.
6. How to write a classroom teaching case (primary school Chinese), please give a model essay or format, thank you ~ Case name: understanding of line, line segment and ray Case year: 2008 teaching segment: (1) teaching line segment: 1, transition: the wool in the teacher's hand is really naughty. Look, they jumped on the big screen as soon as they jumped.
(The teacher shows the courseware 1 and shows a line segment.) Please observe carefully. What do you find? A straight line segment has two endpoints. If you are given a ruler, can you measure the length of this line? 3. How do you measure it? After the students say it, let the students draw a 5 cm long line segment and let the deskmates check each other for correctness.
4. Who can fully talk about the characteristics of line segments? (Student's answer) (2) Teaching straight line ... (3) Teaching thunder 1. Please use your imagination again. If one end of a line is extended indefinitely, what kind of line can you get? (Ray, straight, with one end point, can't measure the length. )
2. What light do you see in our life? The courseware shows the flashlight and the light of the sun, and the students answer with life. There are many lights in life. I find that most of it is light, which makes our life colorful.
Now, please draw some rays in your exercise book. Think while painting. How many can you draw? Student report summary: a little bit can draw countless rays. ) 4. Show a set of exercises 5. Please compare the similarities and differences of line segments, lines and rays in groups and complete the table on the big screen.
(Show the courseware) (1) Do it by yourself (2) Discuss in groups (3) Students report the results. …… Reflection: On acquiring knowledge, Suhomlinski has a classic exposition: teaching students to acquire knowledge with the help of existing knowledge is the highest teaching skill.
The teaching in this section pays attention to "student-oriented", fully arouses students' initiative, implements teaching along students' learning ideas and needs, and urges students to actively observe, think, explore independently, cooperate and communicate in groups, and become discoverers, researchers and explorers of knowledge. At the same time, teachers pay attention to the relationship between mathematics and life.
The specific performance is: 1 Make full use of visual teaching AIDS to show and demonstrate, and operate perception by hand to help students establish appearances and develop spatial concepts. Demonstrated by computer, both ends of a line segment extend infinitely into a straight line, and one end extends into a ray.
This demonstration fully shows the relationship between the three lines and is vivid. More convincing than the teacher's empty and abstract language.
2. Give students the space and time to think, explore and feel the process of knowledge formation and development independently. For example, when distinguishing the relationship between straight lines, line segments and rays, let the students discuss it by themselves. 3. How many lines can students draw by drawing a straight line at two points and a ray at two points? The operation of the problem.
A concept that allows students to explore independently and construct actively. In a word, this course conforms to the law of students' thinking development, provides a learning background suitable for students to build knowledge, and adopts various learning methods. Students have experienced the process of knowledge formation and development, developed the concept of space and gained a profound experience of "doing mathematics".