Ode to an Orange is the first object-chanting poem in China's poetry history. One of the nine chapters. The whole poem has a strong sense of rhythm and beautiful words, but the language is deep and astringent, and it also uses the writing technique of supporting things and expressing aspirations. So students have difficulty in learning and understanding. So in teaching, you can try the following teaching modes:
1. Read the full text, and get a preliminary understanding: according to students' habits, interests and familiarity with the text, choose to read aloud, silently, completely or emphatically. Let the students dredge the words in reading aloud, think while reading, and get the initial impression-theme, content, author's thoughts, thoughts and feelings, artistic techniques.
2. Interactive perception: read the full text intensively, understand the meaning of the poem through independent inquiry, try to find out the key sentences in the article, sort out the difficult sentences in your own understanding, and form a comprehensive and profound understanding of the content and structure of the article during discussion and exchange.
3. Partial breakthrough: After summing up the students' feelings, the teachers guide and analyze the key points and breakthrough points of solving problems in view of the students' objections or difficulties.
4. Appreciation and creation: Classical Chinese teaching should not only make students understand simple classical Chinese by mastering the necessary classical Chinese knowledge, but also learn the rich historical and cultural knowledge and writing knowledge contained in the text, comprehend the thoughts, feelings and philosophy of life, and cultivate students' aesthetic appreciation ability.
[Teaching purpose]
1. Master the important notional words in the text, differentiate and analyze the different usages of function words in classical Chinese, and pay attention to the differences between ancient and modern meanings.
2. Master the skills of poetry recitation, and gradually understand the theme of poetry through recitation.
3. Learn to combine the expression of ambition with lyricism.
4. Grasp the spirit of orange, and understand the author's pursuit of life by praising the loyal quality of orange.
[Teaching Emphasis and Difficulties]
Key points: master the important notional words in the text, distinguish the different usages of function words in classical Chinese, and pay attention to the differences between ancient and modern meanings.
Difficulties: learn the writing techniques of expressing ambition with things and expressing feelings with things, and grasp the spirit of dried tangerine peel and the pursuit of life embodied by the author.
[Teaching arrangement] Two class hours
[Teaching Steps]
first kind
First, the introduction of new courses.
1. lecturer:
Yanzi Chunqiu records: "Those born in Huainan are oranges, and those born in Huaibei are oranges." This peculiar characteristic of citrus is a great pity, but he loves it deeply. According to Qu Yuan, a native of China, this nature of "being born in the south" can be linked with his unswerving patriotism. Therefore, when he was left out in the cold, he took the tangerine peel in the south as an example and wrote a famous poem "Ode to an Orange" with deep affection.
2. Introduce Qu Yuan's life and the writing background of this article.
Through the teacher's introduction, we can render the atmosphere, strengthen the experience, increase the perceptual knowledge, and stimulate students' interest and motivation in learning. )
Second, the preliminary reading of the text, the overall perception
Read the text loudly and freely, requiring accurate pronunciation, correct pause and attention to tone.
2. Students should pay attention to the pronunciation of words, the pause in sentences and the tone treatment of individual sentences, and do model reading.
3. Students make comments according to reading standards, and teachers give appropriate guidance.
3. Read together in the class.
By reading the text repeatedly, students are familiar with the words and expressions in the text and prepare for dredging the meaning of the text.
Third, study the text.
1. Students reread the text, combine after-class notes and reference books, and try to understand the text and dredge the meaning. Draw words, phrases and sentences that you can't understand and solve them in group discussion.
2. Discuss in groups and translate the text paragraph by paragraph. In a group of four, one person is responsible for translating the full text, and the other three people listen and write down the places that are inconsistent with their own understanding.
3. In the discussion, students will put forward their own reading, feelings and puzzles, and communicate with the group.
4. Discuss the problem in the class, find out the key sentences in the article and put forward the sentences that are difficult to understand in the group discussion. If you don't understand anything, the teacher will answer.
5. Students read repeatedly and reach a certain level of proficiency until they recite.
Fourth, homework
1. Recite the text.
2. Think about the questions raised in after-class exercises.
Taking after-class exercises as homework to make students think is to prepare for analyzing the text in the next class. )
Second lesson
First, the teacher shows the key words and the students answer.
1.
Articles that attract intelligence and increase wisdom.
Shu kuo separated from the teacher.
2. Translation of key sentences.
Deep and difficult to move, nothing to ask for.
Su Shi is independent, horizontal but not flowing.
Close your heart and be careful, and you will never lose your mind.
Comfort and prostitution are inseparable, which makes sense.
3. Check the recitation.
Review and consolidate the content of last class, let students master important words, phrases and sentences, check the situation of reciting texts, and make students develop the good habit of reciting poems frequently. )
Second, explore and understand the content of the text
1. What poems describe the growth habits of oranges?
After the emperor, the trees are beautiful and the oranges are attractive. I was ordered not to move. I was born in the south.
2. Next, from which two aspects does the author praise oranges?
The beautiful appearance and spirit of citrus are two aspects worthy of praise.
3. In what ways did you write the beautiful appearance of "orange"?
(1) Read the text and draw sentences describing the shape of "orange".
② Summarize and refine the found sentences.
The leaves are green; Spend one yuan; Wisdom increases; A thorn; The fruit is a shape, pure in color and white inside.
4. What spiritual qualities do these external beauties show? Please find the corresponding sentences in the second half of the article.
The original sentences in the text are: "independence, immobile", "wide, not seeking", "horizontal, not flowing", "self-caution", "smoothing and hiding" and "stuffing". It shows the spiritual quality of "orange", indifferent and quiet, alienated from the turbid world, detached from self-reliance, open-minded and upright.
5. Is the author just praising oranges? What is this way of writing to express your character by praising oranges?
The author seems to be writing oranges in every sentence, but he is not just praising oranges, but linking oranges with people's spirit and personality and giving them praise. This is the writing technique of expressing meaning with objects.
6. How does the author express his wishes? (Combined with text analysis)
Whether describing or praising Chenpi, the author's purpose is to express his ambition. He expressed his patriotic feelings and independent life ideals rooted in his native land with the characteristics of orange.
In this link, the teacher guides students to clarify the content level of poetry, grasp the key words in poetry, and understand the theme of the whole poem, the author's writing intention and spiritual pursuit. )
Third, expand and extend.
1. Qu Yuan, as a patriotic poet who pursues lofty personality, expressed his patriotic feelings rooted in his native land with orange characteristics. Then, who else has the spiritual quality of "orange" at all times and in all countries?
Students are often very active in this link. Many students will think of some stories about celebrities and revolutionary heroes we have learned to start the topic. Teachers should give affirmation and encouragement to students' answers. )
2. Choose a plant, imitate the technique of this article, and write a lyric essay of about 400 words.
In this article, we learned the writing skills of expressing ambition and singing things, and teachers should guide students to apply this method to writing. )
Teaching postscript
The classical Chinese content in middle school Chinese textbooks accounts for nearly a quarter. Although the requirements for classical Chinese in the syllabus are reduced, only students are required to understand it, but it is not easy for junior high school students to understand it. In view of the actual situation of students learning classical Chinese, I adopted this teaching method:
L. the word "reading" is the first thing to stimulate interest.
Junior high school students learn classical Chinese for enlightenment. They have no sense of classical Chinese, unfamiliar words and common sense of sentence breaking. One of the best strategies to learn classical Chinese well is to put the word "reading" in the first place. There are many ways to read, but I think it is essential to demonstrate reading, silent reading, reading aloud and reading together in teaching.
The pronunciation of some words in classical Chinese is different from the common pronunciation in our language today, so we need the teacher's model essay reading to deepen our memory. Let the students master the syllable pause and read fluently through the teacher's demonstration reading. At this time, guide the students to read silently according to the notes after class. On the basis of reading the text aloud, teachers call the roll to read aloud, and organize synchronous reading in teaching. On the one hand, teachers check the effect of reading, on the other hand, they evaluate the effect of reading, so that students have interest and confidence in learning. If you read more, you will naturally recite it and understand the main idea. Its so-called "reading a hundred times, its meaning is self-evident." 2, practical, teaching methods.
There are many ways to translate classical Chinese. I teach from the following two aspects: on the one hand, let the whole class point out the words, words and sentences they don't understand and discuss them in groups. Teachers also participate in the discussion on an equal footing, but do not impose conclusions on students, allow left-over problems, and encourage students to solve problems by other means after class. On the other hand, the content of the text, the meaning of the paragraph, the author's thoughts and feelings, the writing motivation, the exquisiteness of language, the uniqueness of style and the character's personality are debated. This link requires higher quality of teachers.
In the teaching of notional words, there are many problems such as polysemy, similarities and differences between ancient and modern meanings and so on. Teachers should also pay attention to synthesis, comparison and classification, so that students can draw inferences. The teaching of function words in classical Chinese is even more difficult, and teachers need to help students find out the rules and urge them to master them firmly.