Chinese teaching design of the second volume of the seventh grade
Two poems
First, the teaching objectives:
Knowledge and skills: guide students to grasp the tone of poetry, read poetry with expression, and cultivate students' ability to appreciate poetry.
② Process and Method: Four-step Teaching Method of Poetry: Reading Poetry? Say poetry? Wu Shi? Pinshi
③ Emotion, attitude and values: experience the beloved family, be influenced and infected by beauty, and cultivate healthy and noble aesthetic taste and ability.
Second, the difficulties in teaching:
1, focus: understand the philosophy contained in the two poems.
2. Difficulties: Analyze and understand the direct expression of "if life deceives you" and the symbolic meaning of "the road not taken".
Analysis of learning situation: The students in both classes have poor basic knowledge of Chinese, mainly in the following aspects: three-quarters of the students in the class have poor pinyin knowledge, half of them have poor reading comprehension ability, and they can't explore the deep text meaning by themselves, while the students in the class have poor oral expression ability and writing level.
Teaching hours: 2 hours.
Five: teaching design:
Lesson 65438
If life cheats you.
First, three minutes before class.
Second, the introduction of new courses.
On the road of our growth, the sunshine always fills our hearts, but the wind and rain may come unexpectedly. If you feel that life has deceived you, how will you face it?
Third, learn the basics:
1. New words: in (zh? ) Li (sh? ) foot extension (mi? N) rapid growth (q: and)
Instant (sh? N) rest in peace and melancholy (y? ) You are (y not u) silent (gān) embarrassed (g? )
3. explanation: blink: a short time to breathe. Silence: quiet and lonely.
Stretch: Stretch. Weeds: describes the appearance of weeds growing luxuriantly.
Calm: Emotional stability or calmness. Melancholy: sadness, melancholy.
3. Read aloud.
(1) Normal reading, reading rhythm. Practice reading. 3 students have feelings to read.
4 say the topic:? Cheating? The distance between ideal and reality ⑤ Students should read together.
Fourth, meet people and discuss the world.
1, author profile
Pushkin (1799? 1837), Russian poet. The founder of modern Russian national literature, known by history? Father of Russian literature? . Famous poems include Ode to Freedom, Ode to the Sea and Ode to Chaadayev.
2. Writing background
"If Life Deceives You" was written on the day Pushkin was exiled by the czar. At that time, the Russian revolution was in full swing, but the poet was forced to be isolated from the world. In this case, the poet did not lose hope and fighting spirit. He loves life and pursues his ideals persistently, believing that light will come and justice will win. Poetry clarifies such a positive and optimistic attitude towards life: when life deceives you, don't be sad or impatient; A friend in need is a friend indeed. Everything will pass and the future will be happy. It is impossible to live without pain and sorrow. Happiness will not be covered by sadness forever, and happy days will come. In the second section, the poet expresses his eternal positive attitude towards the future, telling people that when we look back on that past after overcoming difficulties and hardships, everything in the past will become beautiful. This is the summary of the poet's life experience and the true meaning of life.
5. Learn "If life deceives you"
1, reading poetry
Methods used: model reading or listening reading, drawing reading, and reading together.
Pay attention to the rhythm and stress of reading poetry in teaching.
Step 2 tell poetry
What is the theme of this poem? Tell people to treat setbacks correctly and firmly believe that the future is bright and beautiful.
Can you see from the poem that the author tells us how to look at the past, present and future in life?
The past has become history, irreversible, just nostalgic; Now is only temporary, everything will pass; The future is permanent, so we should face it.
If this poem is divided into two parts, please summarize its contents in one word each.
Advise hope
The teacher concluded: this poem has no image at all, just eight sentences, all in the tone of advice-according to common sense, this poem should be avoided as much as possible, but it has convinced people with reason and achieved great success.
Step 3 understand poetry
(1) What kind of attitude towards life does the poet clarify in his poems? Please talk about your experience in combination with a poem that you feel most deeply.
Qingming: the poem clarifies such a positive and optimistic attitude towards life: when life deceives you, don't be sad or impatient; Be patient in times of crisis, everything will pass, and always maintain a positive and optimistic attitude; It is impossible to live without pain and sorrow. Happiness will not be covered by sadness forever, and happy days will come.
This is a famous masterpiece. Many people keep it in their notebooks as a motto to encourage themselves. Do you like this poem after reading it? Why? Please discuss freely and hold your own opinions.
4. Taste poetry
(1) How do you understand it? And will the past become a kind of nostalgia? What do these two poems mean?
These two poems express a very common feeling in life experience. The poet emphasizes a positive attitude towards life and opposes a pessimistic and negative attitude towards life. From another point of view, all kinds of experiences are valuable wealth of life, which helps to grasp life.
What is the poet's attitude towards life in this poem?
Emphasize? Love, optimism?
Abstract of intransitive verbs
If life deceives you/don't be sad, don't be impatient/need to be calm/believe that happy days will come? (Recite in class)
Seven, homework: copying new words; Imitate the poem if.
second kind
Unselected road
First, import:
Pushkin's exhortation in the poem "If Life Deceives You" makes us feel a positive and optimistic attitude towards life. There is more than one way in life. In the long life, we sometimes have to meet the embarrassment and confusion of choice. What should I do? Frost, an American poet, expressed his thoughts on the road of life in his poem The Road Not Taken.
Second, the author profile:
Frost (1874? 1963), American peasant poet. Is considered to be. A peasant poet in New England? Also known as? Alternate poet? . His masterpieces are North of Boston (19 14), Mountains (19 16), New Hampshire (1923) and Xixi (16).
People often compare a person's life to taking a road, and compare the choice of life to the right choice. The Road Without Choice by American poet Frost has a special meaning. It is through writing the road of nature that I express my thoughts on the road of life.
Third, cooperative exploration.
1. Please read the whole poem several times and think about it. Road? What's the point?
Clarity: On the surface, poetry is about writing the way of nature, but in fact, it expresses the poet's lifestyle by writing the way of nature.
Thinking. In fact, the symbolism commonly used in literature and art is used here.
2, the whole poem ***5 sections, please use concise language to summarize the meaning of each section. Find out what makes you most
Touched poems or words, talk about your experience. Read aloud first, and the students will answer them individually.
Clarity: standing (thinking) after decision (choice), looking back and sighing after many years.
3. Although the poet wrote about the road he chose, the focus was on the road he didn't choose. The title of the poem also illustrates this point. Since it is a choice, why focus on not choosing? Clear: see the faculty and staff? Problem discussion?
4. in a word:? I will sigh gently and look back? Are you online? Past events? What do you mean by sighing softly? Did the poet regret it?
Past events? Does it mean sighing softly about the choices you make in life? Not regret, but regret that there are many ways in life, but life can only choose one of them.
4. Understanding Philosophy What did you learn from this poem? Clear: The answers are inconsistent. For example, people can only choose one life path and must be cautious; The choice of life path, don't go with the flow, make an independent choice through your own thinking.
Fifth, distinguish the concepts of symbol and metaphor.
1, what is a symbol? What's the difference between symbol and metaphor? Symbol: express a special meaning with concrete things.
Clarity: The so-called symbol means that in literary works, things of A are clearly written, and things of B are implied by writing things of A, but things of A itself, as a means of expression and a concrete image, also need full attention.
Metaphor, use similar things to compare what you want to say, so as to express it more vividly.
Symbol is a means of planning and thinking, while metaphor is a rhetorical device. Symbols generally control the whole article, while metaphors only work in individual sentences and paragraphs.
2. Show two poems and let the students decide which poem uses symbols and which poem uses metaphors.
The use of symbolism.
Symbolism generally uses concrete things to express a special meaning. There is no road to choose, and the road to life symbolizes the road to life. There are choices in the road of life, but the road of life needs more choices. In fact, not choosing is also a choice.
6. Read and think. What enlightenment do these two poems give us in life?
"False" tells us: When life deceives you, don't be sad or impatient; At this time of distress, be patient, everything will pass and the future will be happy.
Wei tells us that there are thousands of roads in life, but a person can only choose one in his life, so he must be careful; Don't go with the flow on the road of life, but make an independent choice through your own thinking.
2. What are the structural features of the two poems?
True first ask questions in a hypothetical way, and then explain a positive and optimistic attitude towards life in a tone of advice.
In the first three sections of Wei, two roads were difficult to choose in the forest. In the last section, the poet looks back at the past in the future and writes the road he has no choice.
Seven. abstract
Students, after learning these two poems, we may have more thoughts on life. How to choose your own life path and how to face the hardships of life is indeed a major issue that determines your destiny. As the saying goes:? One small step, an everlasting regret? 、? Habit determines character and destiny? . We can only form good living habits from childhood, cultivate a firm and lively character, and then choose and grasp our own life path correctly. May everyone study hard and grow up healthily!
Yaohan design
If life cheats you.
Deception is neither sad nor happy.
No melancholy nostalgia
Unselected road
Meditation and prudence before choosing (standing for a long time)
There is no way to choose, but a quieter and more beautiful road is chosen, and there are thousands of roads with fewer people.
(the road of nature) (meaning a difficult road full of challenges) (symbol) Choose carefully.
Set foot on your own road and start trudging on the road of life, because it is irreversible.
(fork in the road) Sigh? There is no choice? Maybe more beautiful, but give up expressing melancholy.
(a kind of abandoning beauty and lacking beauty)
Nine, homework design
1, copy new words. Recite two poems.
Teaching reflection: On the road of growth, the sunshine always fills your heart, but the wind and rain may come unexpectedly. If you feel that life has deceived you, how will you face it? The poet Pushkin gave us a reminder and a charge. There is more than one way in life. In the long life, we sometimes have to meet the embarrassment and confusion of choice. The main purpose of this paper is to guide students to understand this truth and try to know how to do it according to their own reality.
Application of Multimedia Courseware in Junior Middle School Chinese Teaching
First, the common misunderstandings in the application of multimedia courseware in junior high school Chinese teaching
The application of multimedia courseware in junior middle school Chinese teaching has promoted the implementation of the new curriculum reform concept and accelerated the reform of teaching methods, means and teaching AIDS, but there have also been some misunderstandings.
(1) multimedia courseware? Fill it up? The whole Chinese classroom affects students' main role.
Chinese curriculum in junior high school has rich humanistic connotation. Because students have different knowledge backgrounds and life experiences, their understanding of Chinese materials is subjective, especially literary works. Different people have different understandings and feelings, like? A thousand readers have a thousand small villages? . At the same time, there are a lot of concrete images in Chinese courses that students need to use their imagination to complete, which requires students to mobilize their own thinking and think positively. Although in the new curriculum reform, we also emphasize that students' understanding of Chinese materials should be consistent, Chinese teaching advocates creative problem solving, pays attention to rational thinking in classroom teaching, and respects students' unique emotional experience and unique insights. However, the production of multimedia courseware is mostly designed by teachers according to the teaching ideas of Chinese classroom. In the teaching process, teachers often arrange teaching contents according to the planned rules, and students' cognitive development is often subject to the pre-designed process. Some teachers rely too much on multimedia courseware, and the class process is completely carried out according to fixed courseware. Every class is full of multimedia courseware. The teacher is only responsible for clicking the mouse, and the courseware completes writing, demonstration, inspiration and guidance, and even determines the answers to students' discussion questions in advance, which are rigidly presented after the students discuss. In this way, students play the role of audience in Chinese classroom teaching, and the teaching process seems to be a display of multimedia technology and equipment, which leads to students' initiative and creativity not being brought into play and being in a passive position in the classroom.
(B) the design and application of multimedia courseware is relatively rigid, and can not be flexibly adapted in the classroom.
Chinese education in junior high school is very practical, and its goal is to improve students' practical ability, that is, to improve their listening, speaking, reading and writing ability. These practical abilities not only involve common sense such as pronunciation, writing, vocabulary, grammar and rhetoric, but also include wisdom in nature, society and humanities. It requires that Chinese classroom teaching should not deliberately pursue a fixed teaching model, but make appropriate adjustments according to students' actual performance. The design of multimedia courseware is time-consuming and laborious, which can be described as a lot of hard work of teachers. However, almost all multimedia courseware designs are conceived in advance by teachers according to their own experience and related reference materials, and there will be many unexpected discussion results and answers to questions in classroom teaching. We should know that in classroom teaching, teachers should adjust the teaching progress and methods in time according to the changes of students' eyes and emotions. Every look and action of students needs teachers' corresponding feedback, while the presentation order of multimedia courseware in Chinese teaching classroom is relatively fixed, which restricts teachers' thinking to some extent and cannot be adjusted in time according to students' needs in classroom teaching.
(3) Multimedia courseware is too fancy, which distracts students' attention.
Students learn their mother tongue in Chinese courses. After junior high school students have a sense of spoken English, their main task becomes to cultivate a sense of written language. Therefore, written language or classical Chinese will inevitably appear in junior high school Chinese classroom teaching. The written language or classical Chinese is relatively difficult to understand and boring. In this case, multimedia courseware plays a useful supplementary role in written or classical Chinese. The vivid visual and auditory effects of multimedia courseware really attract students, but many teachers are greedy for innovation when designing multimedia courseware, choose a wide variety of pictures and materials, pursue rich and diverse audio-visual effects, and use videos, animations and even lectures by famous teachers in large numbers, which affects students' concentration and concentration on the key and difficult points of teaching, thus causing a situation of distraction. What's more, the materials selected by some teachers have almost nothing to do with the teaching content, which leads students to immerse themselves in rich classroom teaching audio-visual at the end of a class without thinking deeply about the teaching content contained in pictures and sounds.
(D) Multimedia courseware will relatively prolong students' eye time, leading to eye fatigue.
Reading is a process of dialogue among students, teachers and texts, and it is an extremely important learning content in junior middle school Chinese curriculum. The new curriculum standard emphasizes the relationship between the author and the reader in reading and encourages students to read actively, independently and enthusiastically. In Chinese classroom teaching using multimedia courseware, reading materials are often displayed by projectors, which puts forward certain requirements for projection equipment. However, some projection devices, such as projector bulbs, are used for too long, which leads to the decrease of bulb brightness, projection quality and unclear images, which increases the burden on users. Or, when using multimedia courseware, the classroom light is strong, the background color of multimedia courseware is light, students can't see the projection clearly, and their eyesight is tired. At the same time, when applying multimedia courseware, some teachers present large paragraphs of text on the multimedia screen, sometimes the color of the text is not much different from the background, and sometimes the font of the text is relatively small, which requires students to stare at the multimedia screen for a longer time, which is more likely to lead to excessive use of eyes. In addition, long-term use of multimedia courseware is also the main reason for increasing students' vision burden. In a word, the use of multimedia courseware is more likely to cause students' eye fatigue than traditional blackboard writing and paper books.
Second, strategies to overcome the misunderstanding of applying multimedia courseware in junior middle school Chinese teaching
Although there are many shortcomings in the application of multimedia courseware, I believe it will better promote the development of Chinese teaching in junior high schools as long as we use the right methods to overcome them.
(A) the full integration of multimedia courseware and traditional Chinese teaching to promote students' main role.
In the final analysis, both multimedia courseware and traditional Chinese teaching serve students, and they are not contradictory. No matter how advanced multimedia technology is, it is only a teaching method. No matter what disadvantages traditional teaching has, it has irreplaceable advantages and functions. The complementarity between multimedia courseware and traditional teaching is the inevitable requirement of the new curriculum reform. Classroom teaching consists of teachers, students and teaching content. Multimedia courseware is a favorable means for teachers to present the content to students reasonably. When using multimedia courseware, traditional teaching methods such as books, chalk, blackboard and teacher's explanation can also be used reasonably. If teachers still follow the pre-designed classroom teaching process and read the characters on the big screen mechanically when using multimedia courseware, it will become a traditional Chinese teaching under the guise of multimedia, which is not conducive to giving full play to students' main role. Only by providing students with opportunities for autonomous learning can we fully mobilize students' subjective initiative and achieve teaching goals. For example, when designing a problem to be discussed in class, we can make it clear after presenting animation, pictures or videos, and then start the problem discussion or heuristic guidance. Teachers can summarize and evaluate students' discussion results in time, and finally provide multimedia materials related to the problems, so as to arouse students' in-depth thinking and expand their creative thinking. In this way, the role of multimedia courseware has been fully exerted, and Chinese classroom discussion has become rich and colorful.
(B) grasp the concept of serving the needs of students, flexible use of multimedia courseware.
The new curriculum reform requires strengthening the comprehensiveness of Chinese teaching, strengthening the connection between Chinese and other courses and life, advocating cooperative learning, advocating students' independent exploration spirit and independent thinking space, all of which are based on students' needs. Similarly, multimedia courseware is the externalization of teachers' teaching ideas in the process of preparing lessons, and its reasonable application is also based on students' classroom needs. Teachers should not only act as operators of multimedia technology in classroom teaching, but also combine students' feedback with their own ideas of preparing lessons perfectly. When applying multimedia courseware, we should reasonably grasp the teaching progress and promote the mutual communication and influence between teachers and students. It is not necessary to use multimedia courseware in all classroom teaching hours, but to choose the appropriate presentation mode of multimedia courseware according to students' interests and needs. Multimedia courseware may not be suitable for all classroom teaching, or some classroom teaching does not use multimedia courseware, but should be operated according to the specific situation. For example, when reading and understanding some content, some teachers choose not to use multimedia courseware, but use its vivid guidance and expressive demonstration to arouse students' interest in learning and arouse students' thinking, while some teachers use vivid audio-visual materials in multimedia courseware to enrich students' appearance and help students understand.
(3) Pay attention to the complementarity between multimedia courseware and teaching materials, and realize the effectiveness of multimedia courseware.
Multimedia courseware is flashy, mainly because teachers don't grasp the close combination of many media courseware with teaching materials and curriculum standards. The design of multimedia courseware can not be separated from teaching materials. We should reasonably design according to the teaching materials and teaching contents, highlight the key and difficult points of teaching, and remind students of the connection between teaching contents and teaching materials at any time. Textbooks are an important tool for students to actively construct knowledge in Chinese classroom teaching. If this tool is organically combined with multimedia courseware, it can help students learn actively and promote their cooperation and exploration. In the Chinese classroom teaching of multimedia courseware, the teaching content and teaching media are relatively fixed, but the students' reactions are quite different. When students encounter some teaching difficulties or questions, they need to use teaching materials, multimedia courseware and other materials to help them think and seek solutions to the problems. At the same time, we should pay attention to guiding students' learning methods and habits when using multimedia courseware. For example, taking notes can promote students' concentration, help students find the connection between old and new knowledge, help students learn independently and review actively. Therefore, when teachers use multimedia courseware to remind students to take notes, they can control the speed and opportunity of screen display in time. Teachers can also use multimedia courseware to cultivate students' habit of independent thinking and collective discussion. When students need to think, discuss and record, teachers can extend the display time of multimedia courseware. When students are immersed in the beautiful artistic conception of an article, teachers can play music and related pictures to enrich students' perception.
(D) to help students establish good eye habits, pay attention to the details of multimedia courseware.
Junior high school students' health is at the peak of growth and development, and improper application of multimedia courseware can easily lead to students' vision decline. Therefore, teachers should consider protecting students' eyesight while using multimedia courseware to create teaching situations and arouse students' thinking. The education department can set up special funds for multimedia equipment maintenance, timely replace the equipment that has reached the end of life, and ensure the healthy operation of multimedia equipment. In the classroom where multimedia courseware is applied, there should be curtains and other facilities, and the indoor light can be adjusted at any time as needed. It is best to install a headlight in front of the blackboard used in the classroom. When designing multimedia courseware, the visual effect of projection should be considered. The background color of multimedia courseware should be in strong contrast with the characters. Try to use characters with larger and thicker fonts, and the minimum text size should be based on the fact that the students in the last row can see the projector clearly. The timing and time of presentation of images and sounds should be carefully considered. Teachers should arrange teaching activities reasonably in classroom teaching, allocate class hours reasonably through different activities such as listening, speaking, reading and writing, and don't let students stare at the projector for more than 20 minutes. At the end of the teaching content or during the break, eye exercises should be carried out to help students establish good eye habits, so that students can maintain abundant energy in class and implement good eye hygiene.
In short, we should dialectically and rationally use multimedia technology, overcome misunderstandings, give full play to advantages, improve teaching quality and achieve the real purpose of teaching and educating people.
Author: Song Tieli, Zhang Chunmiao Unit: tonghua normal University.