First, a brief analysis of teaching materials
In the first volume of Grade 8, the topics of four units of modern writing are war, ordinary people and civilians, architecture, gardens and places of interest, and science, among which the first two units are mainly narrative and the last two units are mainly expository. This textbook requires students to understand two styles: narrative and explanatory; At the same time, we should also know two kinds of expressions accordingly: narration and explanation. In addition, since the first volume of the eighth grade, classical Chinese and vernacular Chinese have been compiled separately. The selection of two classical Chinese unit texts is mainly considered from two aspects: article difficulty and curriculum objectives.
The first unit is a war-themed component. There are five texts, including two news stories reflecting the war of liberation (a million troops of the People's Liberation Army crossed the long shoulder, the Central Plains and our army liberated Nanyang), Candle reflecting the anti-fascist war, Letter to Captain Butler about the British-French Allied Forces' Expedition to China against the background of the war of aggression against China, Party Reflecting War of Resistance against Japanese Aggression and Dear Mom and Dad reflecting the atrocities of German fascism. World: When to Turn a Sword into a Plow?
The second unit focuses on narrative works, focusing on cultivating the ability to read narrative works. Judging from the content of the unit text, it is all about ordinary people. The second volume of grade seven arranged a unit to write outstanding figures, so that students could appreciate the elegance of outstanding figures in the world. Then we need to arrange another unit to write about ordinary people, so that students can have a deeper understanding of hundreds of millions of ordinary people in the world. The front of this unit; It's just a unit that writes about war. It's very heavy. Therefore, it is necessary for this unit to loudly praise human love and call for "making the world full of love". Through this unit, students can be edified and enlightened in their feelings, attitudes and values.
In the third unit, the selected articles are mainly architectural gardens, scenic spots and historical sites, and the style is mainly expository articles. There is no requirement for reading expository text in the reading goal of Grade 7-9 of Curriculum Standard, but only the requirement for writing goal is to "know how to express narrative, description, explanation, discussion and lyric in reading" and "write simple expository text to make it clear". The reading goal of grade 5 ~ 6 in the curriculum standard is to "read explanatory articles, grasp the main points and understand the basic explanation methods of articles", but there is no requirement for writing. It can be seen that "Curriculum Standard" puts the requirements of reading expository texts mainly in the middle grade stage of nine-year compulsory education, and puts the requirements of writing expository texts in the upper grade stage. Because the students' expositions in the middle grade stage are relatively simple, they know little about the stylistic characteristics and requirements of expositions. In order to achieve the relevant objectives of the curriculum standards, this textbook has set up two units of expositions. Compared with the revised textbook, the requirements for explanatory text are greatly reduced.
The fourth unit takes "science" as the theme and compiles five different scientific knowledge essays. They are natural languages, wonderful clones, two articles by Asimov, biological invaders, and you will hear them. In teaching this unit, we should not only pay attention to the cultivation of Chinese basic ability, but also pay attention to the cultivation of scientific spirit, scientific attitude and scientific thinking method, and strive to pursue the integration of the two, so as to improve students' humanistic quality and scientific quality.
The arrangement of this volume of classical Chinese is obviously different from the previous two volumes; The first two volumes are scattered in various units, with one volume per unit; This book is a single unit, with five articles in each unit, and there are two units, and the number of texts has almost doubled. This change shows that the teaching of classical Chinese (including ancient poetry) in the past year is only to prepare for the "introduction", and this book is the official beginning of the "introduction". On the occasion of the official launch, we should do the following two things well: First, pay close attention to reading teaching, let students read correctly, and gradually develop the habit of conscious reading. The amount of recitation in this unit is quite large. Du Fu has three poems (200 words): The Peach Blossom Garden (309 words), My Humble Room (8 1 word), Love Lotus (1 19 word) and A Passage to the Avenue (/kloc-0). In addition, I have to memorize the second to fourth paragraphs (266 words) of the nuclear ship, totaling 1082 words. Second, advocate inquiry learning, abandon "cramming" and pay attention to cultivating students' ability of independent understanding. Classical Chinese and modern Chinese have the same origin but different streams. Very shallow classical Chinese, people with low educational level can hear it even after listening to it again, let alone junior high school students! Moreover, the classical Chinese content and language of the textbook are relatively simple, not as mysterious and tortuous as the ancient classics, and the notes are all popular modern languages, which are concise and clear. Look at it carefully for a few times and you will understand at least half of it, which is the basis of inquiry. More importantly, it can be seen from the fact that students have to browse new textbooks as soon as they get them, and they already have the desire to explore. Therefore, the only problem is that teachers should make good use of situations to make this kind of inquiry learning get the maximum effect.
Writing, oral communication and comprehensive learning
There are three ways to present this textbook writing and oral communication training: 1. Integrate into comprehensive learning activities; 2. The "discussion and practice" set at the back of the text is born from the text; 3. Appear in the form of filling. In order to ensure the completion of the basic objectives of the course, we specially arranged the practice of writing narrative and explanatory texts. For example, the second unit of comprehensive study "Let the world be full of love" requires students to write a narrative, and the third unit of comprehensive study "Endless Bridge" requires students to "write an introductory text" on a bridge, or "write a short article in the form of a driver's guide" on an overpass in my hometown city. These are all exercises for writing explanatory articles. In the "discussion and practice" after class, there are not only more writing exercises to write ideas and experiences, but also training in writing narratives and expositions. Such as "A Changhe"
Key points of grammatical rhetoric knowledge
The grammar knowledge arranged in the appendix of this textbook is function words, and the teacher can explain it appropriately. The rhetoric that students need to master is duality (also called duality). A little knowledge of duality is helpful for students to learn ancient poetry and distinguish parts of speech. The third exercise after Du Fu's three poems explains this rhetorical device and asks students to try to write some antithetical sentences. Students can only judge antithetical sentences.
Second, the teaching objectives
The curriculum objectives are designed according to three dimensions: knowledge and ability, process and method, emotional attitude and values. In the "unit description" of each unit, the unit teaching objectives are designed according to these three aspects. The learning objectives of this textbook in cultivating students' knowledge and skills and enabling them to master certain methods are as follows.
We should pay attention to the characters and events in narrative works, and have our own experiences and comments on the touching images, thrilling scenes and distinctive languages in the works; We should also strive to improve the quality and speed of silent reading.
If you are familiar with these texts, you should understand narrative, description and other expressions and try to figure out the characteristics of narrative language.
We should pay attention to how to grasp the characteristics of the text to introduce things, clarify the order of explanation, understand the commonly used explanation methods, and realize that the language of explanation is accurate and thorough.
Pay attention to the order and method of explanation; Silent reading has a certain speed; You can filter information as needed.
We should first understand the main idea of the text with the help of notes and reference books, and then understand its rich connotation and refined language through repeated reading, and accumulate some commonly used classical Chinese vocabulary.
We should be able to perceive the general idea of the content as a whole with the help of notes and reference books. In repeated reading, I can understand the lyrical writing method and the language characteristics of the works.
Third, the analysis of the current situation of class students
Through the teaching of Grade One, on the whole, the good habits of the students in the two classes (listening to lectures, taking notes and asking questions) are gradually formed, and their learning interest and attitude have also changed obviously. The comprehensive ability of Chinese has also been greatly improved on the original basis. The following is a concrete analysis based on the final exam results of Grade One:
The passing rate of Chinese in Class 18 of Senior High School is 94.8%, the excellent rate is 25.9%, and the average score is 91.71; Class 9, Grade 1, 9 1.4%, excellent rate 13.8%, average score 87.67. Judging from the above data, there is a certain gap in the excellent rate of Chinese between the two classes. Therefore, while maintaining the overall good momentum of qualified rate and average score, we should make great efforts to grasp the excellent rate and strive for the overall level of the two classes.
Although the excellent rates of the two classes are different, the problems are similar, and these problems are not optimistic: at present, the biggest characteristics of the students in the two classes are serious polarization, big "tail", and most students are not aware of learning. With the increase of students' age and the difficulty of knowledge, and the adjustment of teaching objectives according to the spirit of curriculum reform, this course pays more attention to examining students' understanding and application ability, as well as the depth and breadth of students' mastery of knowledge. Both thinking ability and cognitive level have put forward higher requirements, which is like a duck to water for some excellent students, but it is not good news for most middle school students like us. Therefore, our teaching must plan ahead. Therefore, while continuing the effective methods and means in the past work, we should also strengthen the study and research on curriculum reform.
Fourth, teaching measures.
1). Starting from the characteristics of Chinese subject and the new requirements of social development for Chinese, let students improve their ideological understanding, cultivate moral sentiment and cultivate aesthetic taste in an imperceptible way, thus teaching and educating people.
2) In Chinese teaching, we should strengthen synthesis, simplify clues, highlight key points, pay attention to the relationship between knowledge, ability and knowledge, ability and emotion, pay attention to accumulation, perception, edification and language sense, and strive to improve Chinese literacy in an all-round way.
3) Pay attention to the development of students' thinking ability. In the process of Chinese teaching, students should be guided to use the methods of comparison, analysis and induction to develop their abilities of observation, memory, thinking, association and imagination, especially to cultivate their creative thinking.
4) The teaching process should highlight students' practical activities, guide students to actively acquire knowledge, scientifically train their skills and comprehensively improve their Chinese ability. Teachers should carefully prepare lessons according to students' actual situation in each class, especially students, change tedious teaching methods, highlight key points and difficulties, advocate flexible and diverse teaching methods, especially heuristic and discussion methods, encourage the use of inquiry learning methods, and avoid tedious analysis and trivial mechanical exercises.
5) Pay attention to creating an environment for Chinese learning, communicate the links inside and outside the teaching materials, inside and outside the classroom, and inside and outside the school, broaden the learning channels, and increase the opportunities for students to practice Chinese.
6) Composition teaching, close to the reality of life, full of life breath, flexible proposition, various forms, writing more essays and reading notes, and approving each other as much as possible to promote writing and effectively improve the level of composition.
7) Implement hierarchical target teaching, and conduct hierarchical teaching for students of different levels according to the teaching content. Use extracurricular activities to help the excellent and the poor, and strive for all-round improvement.
8). Guide and encourage students to set up extracurricular study groups, cultivate the spirit of cooperation, carry out mutual assistance and help, and implement "one-on-one" language learning to help middle and lower grade students improve their learning interest and grades.
9) Optimize homework management, cultivate students' autonomous learning and self-management ability, strengthen the exemplary leading role and supervision role of class representatives and group leaders, and strive to pass every class and unit.
10). The assignment and correction of homework should vary from person to person, giving full consideration to the characteristics of different students.
1 1). Make use of competitions, subject activities and other teaching forms, carry out colorful reading reports, story meetings, recite lectures, run handwritten literary newspapers well, exercise your ability and improve your interest.
12). Give a speech one minute before class, including self-introduction, news, short stories, idiom explanation, etc. , exercise the ability of expression.
13). Organize 3-4 debates to cultivate the ability of thinking, oral expression and application of Chinese knowledge.
14). Organize at least one interview and investigation.
15). Write a short essay.
16). Make a good start to reverse the bad study habits in the past.
17). In the teaching process, we should seize the bright spots of students, praise them more and criticize them less, so that students can build up confidence in learning Chinese.
18). develop network-assisted teaching. Use China Education Network to encourage and guide students with good family conditions to learn more extracurricular reading materials, excellent composition and composition skills.
Verb (abbreviation of verb) teaching schedule
The first week of Chinese learning habit education (1)
1, News II (2)
The second week 2, "Luhuadang" (2)
3. Candles (2)
Comprehensive Learning of Writing Oral Communication: How to Collect Information (4)
The third week 4, "Letter to Captain Butler about the Anglo-French Allied Expedition to China" (2)
5. Dear Mom and Dad (2)
Comprehensive activity writing oral communication, "The World: When to Turn a Sword into a Plow" (2)
The fourth week is a comprehensive activity writing oral communication: The World: When to Turn a Sword into a Plow (1).
6. Chang and Shan Haijing (2)
7. Figure (2)
The fifth week 8, step (2)
9. Lao Wang (2)
10, letter (2)
The sixth week writing oral communication comprehensive study: "Let the world be full of love" (3)
2 1, Taohuayuan (3)
Week 7 22 Two Essays (3)
Twenty-three, nuclear ship (3)
The eighth week 24, the trip to the avenue also (2)
25, du fu's three poems (2)
A comprehensive study of writing and oral communication: the charm of lotus culture (3)
Week 9 1 1, China Stone Arch Bridge (2)
Mid-term review (4)
Review learning contest in the tenth cycle
Week 11 12, Beautiful Bridge (2)
Suzhou Gardens 13(3)
Week 12 14, Palace Museum (2)
15, say "screen" (2)
Week 13 Comprehensive study of writing and oral communication: endless bridge (3)
16, Language of Nature (2)
17, wonderful clone (2)
Week 14 18, two papers by Asimov (2)
19, biological invaders (2)
Comprehensive Learning of Writing Oral Communication: On the Debate Platform (2)
Week 15 20, you will hear (2)
Comprehensive study of writing and oral communication: boarding the debate platform (3)
Week 16 26th Three Gorges (2)
27, two essays (3)
28th of week 17, tide watching (3)
29, Kohantei see snow (2)
The eighteenth week 30, four poems (3)
Final review (3)
The 19th week final review (6)
Twentieth week final review, final exam (6)