Teaching plan to convince students 1 1, teaching material analysis and his design intention
Sun Quan Persuades Learning is a self-study course in classical Chinese in Unit 3, Volume 2, Grade 7, Edition 20xx of People's Education Society. Selected from Zi Tong Zhi Jian written by Sima Guang in Song Dynasty. It tells the story of the Three Kingdoms period, when Monroe of Wu Dong studied hard under the persuasion of Sun Quan. The article is short and pithy, and the dialogue is vivid. It can not only undertake and implement the author's key teaching tasks in this unit, but also be a good text to guide students to correct their learning attitude, which has important educational significance.
This design takes reading (different forms) as the main line and practice (different forms) as the secondary line. It is intended that through guidance, students can dredge the meaning of the text, accumulate some basic classical Chinese vocabulary, experience vivid language and perceive vivid words, and acquire the basic learning methods of classical Chinese, so as to achieve the goal of "teachers don't teach".
Second, the analysis of learning situation and learning methods
Before teaching this course, students have learned eight classical Chinese in junior high school, and have mastered the ability to dredge the meaning of simple classical Chinese with the help of reference books and text notes. The theme of this lesson is related to learning, which is easy to arouse students' interest in learning. Therefore, according to the actual situation, we should choose the appropriate starting point, guide students to read the text aloud, dredge the meaning of the text, question the topic in reading, outline it, use the learning method of independent cooperative inquiry, and perceive the ideological content of the text by experiencing the expressions and psychology of the characters in the dialogue, so as to improve students' perception and understanding ability.
Third, the teaching objectives
1. Understand the literary knowledge of "Tongzhi Jianjian"; Master the commonly used classical Chinese words involved in the article and the two idioms of "Wu Xia Meng" and "Scratching my face".
2. On the basis of reading aloud, you can translate the text correctly with the help of notes and reference books; Understand the meaning of the text, taste the dialogue and comment on the characteristics of the characters.
3. Understand the beneficial truth of opening books.
Fourth, the difficulties in teaching
1. Key points: Understand and accumulate classical Chinese words and two idioms involved in the text, and grasp the meaning of the text;
2. Difficulties: Taste the dialogues of the characters and comment on their characteristics accordingly.
Verb (abbreviation of verb) teaching time
One class hour
Six, teaching methods and preparation
1. Methods: Self-study, questioning and discussion.
2. Preparation: courseware, relevant learning materials collected by students, etc.
Seven, teaching steps
1) creates suspense and introduces new lessons.
The Yangtze River flows eastward, and the waves wash away heroes. In the Three Kingdoms period, when heroes came forth in large numbers, Guan Yu was the great hero among heroes, but he was finally defeated by a general in Wu Dong. It is conceivable that this general must have something extraordinary. He is also from Anhui. Who is he? Today we will learn an article about him. (blackboard writing: Sun Quan advised to study)
(2) Demonstrate reading the text and punctuate the sentences with correct pronunciation.
1. Normal students read and students listen, paying attention to pronunciation and sentence breaking.
2. Students try to read, evaluate and correct at random.
3. Read the text by name without punctuation, with accurate pronunciation and correct sentence break. (Projecting Punctuated Text)
3) Read the text by yourself and make clear the meaning of the text.
1. Exchange study materials and clarify the background of the text. (Projecting the author's works and characters in the text, echoing the lead)
2. With the help of text notes and reference books, read and translate the text, circle the questions and outlines, discuss them in groups or solve them with the whole class. (Methods and examples of projecting classical Chinese translation)
4) Read the text and feel the content.
1. Ask questions. Who is the object of Sun Quan's persuasion? Why should we persuade the school? How to persuade students to study? What was the result?
Discuss in groups, make clear the answers and clarify the ideas of the text. (Blackboard: Sun Quan Persuades School-Monroe attends school-Lu Su praises school)
2. Read the texts of different characters, imitate and feel the tone, manner and psychology in the dialogue between the characters, and complete exercise 2 after class and comment on the characteristics of the characters. (Blackboard: Good dialogue, Persuade and be willing to learn, respect talents)
5) Read the text and explore the problem.
1. Teachers and students read together and try to recite.
2. Find two idioms from the text that can show the sharp contrast between Monroe before and after school, and say a paragraph about it. (blackboard writing: Wu Xia Amon looks at each other)
3 Compare the similarities and differences between Reading and Shang.
Explore in groups and make clear the answer. (the same is true on the blackboard: it is related to learning; Different: "Shang Zhong Yong"-If teenagers don't learn, everyone will talk first. "Sun Quan Persuades Learning"-Adults are willing to learn and look at each other)
4. Who is the protagonist of this article? Which idiom can summarize the theme of this article?
Explore in groups, make clear the answers, and finish the exercises after class 1. (blackboard writing: opening books is beneficial)
6) Read the text together and make a summary.
1. Combing and consolidating the knowledge points of this lesson in the form of exercises. (Projection exercise)
2. Let the students review the teaching content of this lesson in front of the blackboard and read the text together.
VII) Expand and assign homework (optional)
1. Collect famous sayings and stories related to learning after class and communicate the next day.
2. Write a paragraph about "going to school" according to the text.
3. Write an imaginary composition on the topic of Fang Zhongyong's encounter with Lv Meng.
4. After learning this lesson, you will definitely feel something, contact life and write a review.
Attached book design:
15 Sun Quan's persuasion
Song Sima Guang's "Zi Tong Zhi Jian"
A man of little learning
contrast
(detailed, correct) (omitted) (detailed, profile)
Sun Quan Persuades Learning —— Yes —— Lv Meng goes to school —— Speech —— Lu Su praises learning.
(Persuasive) (Willing to learn) (Respect talents)
Entertain sb. With special respect
Revelation: Opening books is beneficial.
Eight, teaching postscript
After teaching this lesson, I feel happy for a long time. Is classical Chinese really difficult to teach? I don't think so. Integrating the emotional combination of students and the text, taking reading as the main line, using different reading forms and reading with appropriate tasks, so that students can fully participate in it, think in reading, practice in reading and realize in reading, everything is so natural. It is through reading that students' awareness of reciting classical Chinese is enhanced in teaching. Through the learning mode of independent cooperation and inquiry, I ask questions, explore the text and start a dialogue with the text. Accumulated important classical Chinese vocabulary, improved the ability of perception and understanding, and learned the basic methods of learning classical Chinese. If the teaching process of this course can be more compact, the teaching effect will be better, which is worthy of my future teaching thinking and improvement.
2. Teaching plan to convince students of teaching objectives:
1, accumulate some classical Chinese knowledge and cultivate the ability to read classical Chinese.
2. Learn the rigorous argumentation method of this article.
Through this article, we realize the importance of learning and understand the attitude and methods we should adopt in learning.
Teaching focus:
1, accumulate some classical Chinese knowledge and cultivate the ability to read classical Chinese.
2. Learn the rigorous argumentation method of this article.
Teaching tools:
Presentation document
Class arrangement:
Two class hours
first kind
First, import:
In high school, learning is our main task, and its importance is beyond doubt. As for the attitudes and methods that should be adopted in learning, I believe that students also know a lot. In fact, as early as the Warring States period more than two thousand years ago, some people expounded the importance of learning and the attitude and methods that should be held in learning. This man is Xunzi who we are going to learn today. Let's share his views.
Secondly, the author introduces:
Xunzi (about 365438 BC+03-238 BC) was born in Zhao at the end of the Warring States Period. Famous thinkers, writers and contemporary people are honored as "Xun Qing", and the works of the Han Dynasty were written as "Sun Qing" because they avoided the taboo of Xuan Di and Liu Xun, the Emperor of the Han Dynasty. He served as a wine offering ceremony in Gong Xue, Xia Ji for three times in Qi State, and was later ordered by Chu Lanling. Han Fei and Li Si are both his students. He was the last representative of Confucianism in the pre-Qin period. He inherited Confucius' theory, sublated its negative elements, critically absorbed the thoughts and theories of various schools, and became the representative of simple materialism in the pre-Qin period. His prose is thorough in reasoning, vigorous in momentum, simple in language, concise and meticulous in syntax, multi-parallelism and good in metaphor. There are 32 articles in Xunzi, of which 26 were written by Xunzi and the last 6 were written by his disciples.
Xunzi and Mencius are two opposing factions in Confucianism. Mencius emphasized benevolent governance, governing the country by courtesy and valuing the people over the monarch. Xunzi emphasized that "law is the queen of kings" and advocated that talents should be selected, rewards and punishments should be clearly defined, and "ceremony", "law" and "skill" should be used to rule; Mencius thought that "human nature is good", while Xunzi thought "inherent vice", so we should "turn it into a ritual". Xunzi is Han Feizi's teacher. He agrees with the basic ideas of Confucianism, but in fact he is the prelude and cultivator of Legalism.
Third, the text discussion:
1, this is an argumentative paper. Since the text is "encouraging learning", that is, encouraging people to learn, which sentence do you think can be used as the central argument of the text?
Clear: "You can't learn." It means stop. The "can" here is different from the "can" today. Here are two words. "Can" is equivalent to today's "can, can", and "one" is only used as a soothing auxiliary word.
2. So, how does the author demonstrate this central argument? Let's look at the first paragraph first. Everyone translated the text in advance. Now students can bring up the difficulties encountered in this translation and we can solve them together.
Qing: green, from blue, green is blue. "Yu": preposition, the first one is equivalent to "cong"; The second is equivalent to "ratio".
The wood is straight in the rope. English: the meaning of conformity.
Think of it as a wheel. "Bi" and "Xuan" are both common words. This is also an ellipsis sentence, omitting the object "zhi"
Despite the violence. You are the same as you.
If you don't stand up, let it happen. Judgment sentence, the symbol of "zhe" ... and ... ".
Gold is sharp and profitable. "Gold" is synonymous with ancient and modern times. This refers to the "sword made of metal".
A gentleman is knowledgeable, but he can help himself. The masterpiece of "heaven", every day, every day. "Hu" and "Yu" are equivalent to "right" The postposition sentence of the subject-object phrase "and" conjunctions.
If you know what you are doing, you have done nothing. The conjunction of "knowledge" with "wisdom" and "er" indicates progress.
This paragraph is about the meaning of learning. So, what is the meaning of learning? What argumentation methods are used?
Clear: metaphorical argument.
Shining on you; Ice is cooler than water; Toad is a wheel. Learning can change a person.
The wood was straightened by the rope; Gold is sharp and profitable. Learning can improve a person.
Conclusion: There is nothing wrong with knowing what to do.
Fourth, summary:
In this lesson, we studied Xunzi's life experience, initially perceived the content of the text, learned some basic knowledge of classical Chinese, and understood the argumentation method in the first paragraph. Next class, we will continue to learn the last two paragraphs.
Second lesson
First, check the import:
Last class, we studied Xunzi's life experience, initially perceived the content of the text, learned some basic knowledge of classical Chinese, and learned the argumentation method in the first paragraph. Today, we continue to learn the last two paragraphs of the text.
Second, the text analysis:
1, according to the procedure of last class, students first put forward their own difficulties in the translation of the second paragraph, and we will solve them together.
Clear: I've been thinking about it all day. "Er" is a conjunction indicating modification.
Not as good as what you learned in a flash. "Zhi" is equivalent to the structural auxiliary word "De".
"What you have learned" is a "word structure" and a noun structure.
A trick to climb high. Conjunction modified by "er" table.
The arm is not lengthened, but the viewer is far away. "And" is a conjunction indicating a turning point.
Non-profit is enough. "Benefit" means to make the structure move and "make … sharp".
A man who pretends to be a boat can't swim, but he can't swim. "false": with the help of. "Water" is famous for moving and swimming.
Absolutely: crossing.
The life of a gentleman is the same, and the goodness lies in personal leave. "Destiny" and "sex" are the same, with talents and qualifications.
This paragraph talks about the important role of learning. Think about it, students. What kind of important role does the author talk about in this paragraph? What kind of argument is used?
Clear: metaphorical argument.
Climb to see; See far with your arms; The person who heard it is obvious; A fake horse leads a thousand miles; A man who pretends to be a boat will never reach the river.
Learning can make up for a person's shortcomings.
Summary (associated with "people"): Gentlemen are different, and good and evil are also things.
Students put forward their own difficulties in the translation of the third paragraph, and we will discuss and solve them together.
Qing: The wind and rain are prosperous. Yan is interpreted as "here, here".
Good deeds become virtue, and immortals are complacent. "Er" is a conjunction indicating inheritance.
Therefore, you can't take Wan Li Road without accumulating steps. "Nothing" means "there is no way ...".
Perseverance. "Zhe" means "carving". "Er" is a conjunction indicating hypothesis.
Earthworms don't have the advantages of minions, only strong bones and muscles. Attributive clause
Eat the earth and drink the yellow earth. "Up" and "down" are famous actions, which mean "up" and "down".
Heart. "Use" means "because, because".
The crab kneels six times and pinches twice. "Er" is a coordinate conjunction.
People who are not in the snake eel cave have no sustenance and are impatient. Special sentence patterns, judgment sentences.
4. This paragraph expounds the attitude and method of learning. What kind of learning attitudes and methods do students find in the article, and what kind of argumentation methods are used?
Clear:
Metaphorical argument and comparative argument.
Accumulate soil into mountains, water drops into the ocean, accumulate goodness into virtue, accumulate thousands of miles, accumulate small streams into the sea-you are accumulating.
Gallop away; Perseverance, perseverance -Perseverance
Worms are industrious, crabs are industrious. -Focus.
Third, summary:
This paper demonstrates the central argument that "learning alone is not enough" from three aspects: the significance, function, attitude and aspects of learning. It is vivid, clear and rigorous, and it is worthy of being a classic that has been passed down to this day.
Teaching plan to convince students 3. Teaching objectives:
1, cognitive goal: Know eight words such as "Meng, Push and Cut" and write seven words such as "Mother, Tears and Children" and the words of this lesson.
2. Ability goal: Read the texts of different roles and act them out.
3. Emotional goal: let students know that they should persevere in their studies and work, otherwise they will accomplish nothing.
Teaching emphasis: learn new words and read the text in different roles.
Difficulties in teaching: performing texts and understanding perseverance in situational performances.
Teaching preparation: new word cards, text recording, collecting information about the story of Mencius and Meng Mu's godson.
Teaching methods: lectures, students' independent inquiry learning and group cooperation.
Teaching time: two hours.
Teaching process:
first kind
First, cut to the chase and get to the point.
Teacher's statement: Students, today we are going to learn a very different text. This is lesson 24. (blackboard writing topic)
Second, read the text for the first time, and read the pronunciation with the help of pinyin during class time.
1. Students can read the text freely in the way they like. Draw birth words and pronounce them correctly.
2. The teacher reads the text.
Read the text again and think about it: What did you find? Enlighten students to know the difference from the text they have learned before, and initially perceive the characteristics of the script. )
Third, remember new words.
1, students can read independently.
2. Similarity comparison: Party-Tang Zhi-Push-Break Peach-Escape.
3, one plus one: front-scissors-cute mouth-stay
4. Emphasize typos: read (don't write less)
Fourth, writing teaching.
1. Observe the position of new words in Tian Zige independently.
2, written by an old teacher.
3. Students paint red and write temporarily.
Second lesson
First, the story is imported.
With the story of "Three Major Movements in Meng Mu". Meng Mu is a mother who is strict with her children and pays attention to educational methods. Today we are going to learn another story about Meng Mu's godson. (blackboard writing topic)
Second, read the text and feel the content of the text
1. Students can read and understand the text freely.
2. Panel discussion:
What did Meng Mu do after listening to Mencius? what did you say ?
What was Mencius thinking when he heard Meng Mu's words? what did you say ? What will he do in the future?
3. Class report
Third, guide the reading of different roles.
1, guide the students to practice the dialogue.
Focus on guiding students to read the tune accurately. First determine the roles, clarify the relationship between the roles, and figure out what tone to use when talking to each other between mother and son.
The text can be divided into three plots: Mencius played truant-Meng Mu broke the weaving-Mencius repented. And determine the tone of the dialogue: mother asks, son answers; The mother broke the knitting and the child was surprised; The mother tells the reason and the child repents.
2. Practice reading aloud in different roles at the same table.
Pay attention to the hints in brackets.
3. The whole class reports the performance.
Fourth, play a textbook drama with different roles.
Verb (abbreviation of verb) extension exercise
Collect the story of Mencius and tell it to your classmates.
Reflections on Meng Mu's Teaching of Breaking Weaving and Persuasion
A text in Unit 6 of the first volume of the second grade of primary school, "Meng Mu Quits Weaving and Persuades Learning", is a script about a dialogue between Mencius and Meng Mu after playing truant and coming home. Knowing that Mencius didn't want to study when he went home from school, Meng Mu didn't scold him or beat him. Instead, he encouraged him by cutting out the cloth he was about to weave, telling him that the cut cloth was useless and the children who played truant were hopeless. In daily teaching practice, I always encounter such an embarrassing situation: after a class, students' understanding of the text is always not very profound; The language that appears in the text will not be used. So how to do it is based on the age characteristics of primary school students and their general characteristics of being lively and active, with strong imitation and strong desire to express. If textbook drama is introduced into Chinese classroom teaching, will it get twice the result with half the effort? Therefore, in the usual classroom teaching, I pay attention to digging up the texts with vivid language and vivid descriptions of characters' actions in the textbooks, and organize students to write and perform their own dramas in groups. For example, the teaching of the text "Meng Mu Breaking Weaving and Persuading Learning" is presented in the form of a script, and the words in brackets suggest scenes, character movements and demeanor; The content outside the brackets is the dialogue between the characters. It tells the story that the mother of Mencius, an expert in ancient universities in China, taught him to keep studying and not to play truant. Meng Mu cut the cloth and couldn't pick it up again, that is to say, when his study was interrupted, there was nothing left. At the beginning of the arrangement, although most students have understood the content of the article, they only read the so-called lines from the script, and there is no original creation at all.
How to make students really learn to use language creatively and turn what they think is boring text into lively textbook drama? Students independently put forward their own adaptation rehearsal. So I asked them to discuss and decide the theme of the script, a eloquent text, Meng Mu's exhortation woven from the side, and then perform according to the arrangement of the study group. In this performance, I am very happy to see that every actor is so decent and has a thorough understanding of the written language. Even Wantong, who usually hates Chinese classes, is so devoted and dedicated when he plays Mencius. When the students in other groups were performing, every student looked at it so carefully, and every face had a bright smile.
In this class, I teach very easily and the students are more relaxed and happy. They can put words on the stage and make themselves actors. They are really happy. In this way, the children themselves said that they were acting, commenting and harvesting. This class is much better and smoother than I expected. When the bell rang, my classmates and I seemed to be still performing, and we all felt unhappy. Some students heard me say that the class was over and shouted, "Teacher, shall we play next class?" Looking at the students' happy expressions, I ended this class with physical and mental pleasure, because today I changed the previous teaching methods, interpreted a wonderful textbook, found the bright spots in many students, changed their attitude towards learning Chinese, and let me see my new ideas for teaching in the future.
Teaching plan 4 Teaching objectives:
(a) knowledge and skills objectives
1, learn about the literature knowledge of Zitongzhi Sword.
2, master the commonly used classical Chinese words involved in the text.
(2) process and method objectives
1, on the basis of skilled reading, can correctly break sentences and pause.
2. By understanding the meaning of the text, understanding the different tones in the dialogue, trying to figure out the expressions and psychological activities of the imaginary characters at that time, and then analyzing the characters and their personality characteristics.
(3) Emotional goal Students can understand that learning is endless and learning is beneficial to people's perfection and development.
Teaching focus:
Listen to the dialogue between Lu Su and Monroe and tell the characteristics of the characters in the dialogue.
Teaching difficulties:
Connecting with life, let students really understand that reading is beneficial to people's development and perfection. Class type and class hours: new class hours 1 class hours.
Teaching methods:
Blackboard, chalk and slides
Teaching philosophy:
1, self-reading questions Students read the text by themselves with the help of reference books, and ask questions, discuss and solve them in groups, or ask them to solve them together.
2. On the basis of being familiar with the text, students will compile the text into a textbook drama and imagine the demeanor and psychological activities of the characters at that time, which will help deepen their understanding of the text content; Secondly, it can fully mobilize the enthusiasm of students to participate in learning.
3. Cooperative Inquiry For the problems in the learning process, teachers and students, students and students can cooperate with each other, discuss and answer together.
First, guide the design:
Teacher: There is a problem. I can't eat well and sleep well these days. Can you do something for me?
Teacher: What's this? I have a student who always refuses to study hard. I advise him to study hard. He said he had a lot of things to do, and he didn't want to be a scholar, so he didn't want to study. I really want to reason with him, but I don't know what to say. Let's see what I should say to him.
Teacher: In the Eastern Han Dynasty, Sun Quan, the monarch of the State of Wu, also encountered this situation. Do you want to know how he did it? Teachers solicit opinions from students, which highlights students' dominant position in the classroom and embodies the spirit of teacher curriculum reform based on students. This leads to students' thirst for knowledge. )
Teacher: We have learned a lot of classical Chinese, so how should we learn classical Chinese? Who wants to talk? The students answered.
Students' participation in the formulation of learning objectives is conducive to stimulating their interest and enthusiasm in learning. ) The teacher summed it up.
Second, the author and the characters in the text.
1. About the author: Sima Guang (10/9 ~1086), a politician and historian in the Northern Song Dynasty.
2. Sun Quan (182 ~ 252) was the founder of Wu in the Three Kingdoms period.
3. Monroe (178 ~ 2 19) was a famous warrior of Wu during the Three Kingdoms period.
4. Lu Su: Zi Zijing, a strategist of the State of Wu in the Three Kingdoms period.
As a Mirror, Zi Tong Zhi Jian is a chronological general history, with historical facts as the latitude and longitude and years as the latitude and longitude. It records the history of more than 1,360 years from the Warring States to the Five Dynasties in chronological order. The title was given by Song Shenzong. In view of the past, Zi Tong Zhi Jian was intended to govern Taoism, mainly to provide the emperor with historical experience in governing the people.
Third, actually read the text.
Teacher: Now, please read the text aloud, look for reference books of unknown words, and understand the general content of the article with comments.
Teacher: You have read the text just now. Now close the book, look at the projection, and then read the text loudly and fluently. Teacher: You read very well. Now, can you read the text aloud and fluently to the students without punctuation? Slide shows the text without punctuation, and trains students to break sentences and pause. Teach thousands of reading methods. Look at the pronunciation. Speed it up? Give it a try! Teacher: Let's have a competition to see who can read the text loudly, fluently and quickly. Students read individually or in groups. Reading means that students really understand the content and meaning of the text by reading aloud. )
Fourth, cooperate to explore, question and ask difficult questions.
Teacher: Everyone reads very well. We continue to understand the text with the help of various reference materials. If you don't understand, bring it up and learn from each other. If you can't solve it, study it together.
Teacher: Let's see what else we have to talk about. Students discuss, communicate and ask questions with each other. Read, discuss and circle the answers. Students tell the content of the text. Students put forward difficult problems in the text; Students answer the teacher's guidance.
Give priority to students' independent reading, discovery and discussion activities, giving students time, initiative and thinking. Cultivate students' habit of not writing and reading. If you can't ask questions, the teacher can ask questions about the understanding of keywords to avoid omissions and strengthen understanding. )
1. Translate the text in groups. Each group determines a central spokesperson and starts a competition to see who has translated the text most accurately.
2. Grab the answers and choose the right one to explain the words.
3. Prompt the phenomenon of different meanings in ancient and modern times.
4. Guess the tone of the characters.
Fifth, compile a textbook drama and go deep into the text.
Teacher: There are many dialogues in the text, but there is no direct expression of the characters' expressions and psychology. Now, if you are a screenwriter, how do you write it? What if I let you be an actor? Try it in the group first.
Teacher: Which group will take the initiative to perform?
Teacher: What do you think of the attitude and mentality of the characters at that time through recitation and performance?
Teacher: Can you express your opinion of anyone in the text in one sentence? Group screenwriter and performance. Students choose representatives to perform. Students express their opinions. Students discuss and speak.
In this link, students' imagination and innovative spirit are brought into play, so as to deeply understand the meaning of the text and broaden the days for students to learn the text.
Land. Let the students taste the text as the masters of learning. Don't simply affirm or deny students' answers, encourage students to answer each other. )
Sixth, contact the text and extend the text.
Teacher: Learning or not has brought great changes to Lv Meng. What are we studying Sun Quan's persuasion for today? Just to understand the words and deeds of the ancients? Knowing this story, as a cross-century generation, what inspiration do you get from it? Can you tell us something about it? Teacher: Many students have talked about the importance of learning, so what other famous sayings of the ancients are worth learning from?
Teacher: Now review the problems I asked everyone to help me solve before class, and try to help me convince this classmate again.
Teacher: We should walk into the classroom with questions and walk out with deep-seated questions. According to your understanding and knowledge, are there any new questions? For example, are you interested in learning about Sun Quan and Monroe? Are texts the same as literary works? Reading makes a man wise. The teacher suggested that everyone watch the Romance of the Three Kingdoms after class to understand the era when heroes came forth in large numbers.
This link is not only a kind of care, but also a kind of deepening and strengthening, so that students can have a deeper understanding of the importance of learning and let them educate themselves. Stimulate students' interest, ask more valuable questions, and achieve the purpose of extension and expansion. Seize the opportunity to encourage students to carry out extracurricular reading, solve problems independently and teach for the sake of not teaching. )
Seven. abstract
Teacher: You must have gained a lot in this class, whether it's class performance, answering questions or text learning. Can you tell us about it and let us share it? The students talk about their performance in this class. Teachers can give appropriate affirmation and summary according to students' words, and sublimate moral education.
Eight, homework
Teacher: After class, we practice reciting the text and make it our knowledge reserve. Besides, we studied Fang Zhongyong, and you must remember that talented boy. Then, please take the encounter between Fang Zhongyong and Monroe as the topic, expand your imagination and write an essay with unlimited style and words, as long as you think you can express your meaning. Students write according to the text and their own understanding, which deepens and consolidates what they have learned in class.
Blackboard Design: Sun Quan Persuades Learning
Comprehensive Mirror to Aid in Government
The necessity of learning
The possibility of positive description of self-presentation learning
Lu Su teaches by example to make friends, but don't set off the profile.
The main content of the blackboard should be as concise as possible, so that students can see it at a glance. )