As a teacher, it is necessary to carefully design a lecture manuscript and carefully draft the lecture manuscript. How should we write a lecture manuscript? Below is the lecture template of "Mr. Fujino" that I compiled for you. You are welcome to read it. I hope you will like it. "Mr. Fujino" lecture notes 1

1. Speaking materials

The new curriculum standards advocate that middle school Chinese teaching should be committed to comprehensively improving students' language abilities and humanistic qualities, and cultivating students to learn Chinese improve students' sense of language, develop students' thinking and innovative spirit, and encourage students to develop good habits of learning Chinese. Based on this principle and combined with the specific content of this lesson, I have determined the following teaching objectives:

1. Accumulate words, read the text aloud, and grasp the content and theme of the article;

2. Clarify ideas, sort out clues, and understand the emotional color and style characteristics of language;

3. Learn how to select typical events, grasp the main features, and express the noble qualities of characters;

4. Feel Mr. Fujino’s noble character and the author’s strong patriotism.

Mr. Lu Xun went to Japan to study, gave up mining to practice medicine, and was lucky enough to meet Mr. Fujino. Soon he gave up medicine to pursue literature, and said goodbye to Mr. Fujino. After being separated from his teacher for twenty years, he wrote affectionately This is the memoir essay "Mr. Fujino". When Lu Xun studied in Japan in his early years, it was during the Russo-Japanese War. Many Japanese were deeply poisoned by narrow nationalism, but Mr. Fujino was not affected by the bad air. Lu Xun deeply felt the greatness of Mr. Fujino's personality, and with gratitude, he praised his teacher's morality and his friendly feelings towards the Chinese people. When teaching, students should be allowed to feel Mr. Fujino’s noble qualities of integrity, enthusiasm, rigorous scholarship, and lack of narrow national prejudice, and to experience the sincere feelings between Lu Xun and Mr. Fujino. This is one of the teaching focuses of this course.

Lu Xun originally wanted to take the path of "learning medicine to save the country", but the "anonymous letter scandal" and the "movie incident" greatly hurt his national self-esteem and made Lu Xun realize that in order to save the country, he must heal the people. of numbness and ignorance, which requires the use of literature and art to awaken the sleeping citizens. So he decided to abandon medicine and pursue literature. This move is the expression of the author's patriotic thoughts and feelings. When teaching, students must understand the ideological transformation process of Mr. Lu Xun who gave up medicine and followed literature. This is also a teaching focus of this course, and it is also the difficulty of teaching.

2. Preaching and Learning

This article is long and involves many people and things. If you don't distinguish between big and small and cover all aspects during lectures, you will inevitably focus on one thing and miss the other, giving students a "piecemeal" feeling. This requires teachers to grasp the text as a whole and highlight the key points and difficulties. The student-centered thinking should always be highlighted in teaching, from the accumulation of literary knowledge, grasp of theme content, appreciation of key words and phrases to expansion, transfer, and application, and design questions at different levels to enable students to read, think, taste, speak, and Writing allows students to taste the language, figure out the connotation and reflect on life in different situations and unique experiences, and gain insights and lessons from it.

3. Teaching process

(1) Introduction of new lessons

Ask the question "How much do you know about Lu Xun and "Morning Blossoms Plucked at Dusk"?" , allowing students to combine the accumulation of literary knowledge to understand Mr. Lu Xun’s original name, place of origin, status and representative works, especially the nature and creative background of the collection of memory essays "Picked Up in the Morning and Dusk", which will pave the way for understanding this article.

(2) Check preview

Multimedia provides "read and write", requiring students to read the pronunciation and understand the meaning of the word.

(3) Overall perception

First, let students read the title, guess the content of the article, and think about what you would write if you were asked to write this article without reading the text. What will the theme be? This link allows students to express themselves freely, as long as they are reasonable or self-explanatory. On this basis, students can clearly understand that "articles seem to look at the mountains but not the plains". Most good articles have twists and turns, not to mention the generous Lu Xun, thus stimulating students' passion for learning famous articles and in-depth exploration.

The second question group is presented and students are asked to listen and read the text with questions. Here, the teacher-student reading method is used. The questions to consider are as follows:

(1) In this retrospective essay, the author writes about his early life while studying in Japan. During this experience, the author changed three places. Please find the sentences in the text that indicate the change of places.

(2) The title of the article is a clear and concise summary of the ideological content of the full text. Based on this, what do you think the text is centered on and what are the narrative clues? Please express your understanding based on the meaning of the text.

(3) In addition to directly writing about Mr. Fujino, what else is written in the text? What threads are these materials organized around?

(4) What kind of thoughts and feelings does this article express? Where did you get it? "Mr. Fujino" lecture script 2

Objectives of lecture teaching:

"Mr. Fujino" is the first lesson of the second unit of the eighth-grade Chinese language volume compiled by the Ministry of Education. It is a recall article prose.

The "Chinese Curriculum Standards" require: "Appreciate literary works, be able to express your own experience of the touching plots and images in the works, and taste the language in the works." The teaching objectives of this unit are also stated: taste languages ??with diverse styles, Improve literary appreciation skills. The preview tips for this lesson also mention: Look at what kind of person Mr. Fujino is in the author's works. The language of Lu Xun's works is concise, humorous, thought-provoking, and you can appreciate it carefully. Based on these requirements, I determined that the teaching goal of this course is: to understand the author's patriotism and Mr. Fujino's noble character through the analysis of words and vocabulary.

Talking about the teaching process:

1. Introduction

I introduced Mr. Fujino by briefly introducing Mr. Lu Xun’s teacher.

"The long-lasting relationship between teachers and students, the heart of serving the country with fists and fists. What are you going to talk about today, Mr. Fujino." The first two sentences are a summary of the key points to be learned today, and are also a reminder for the understanding of this article. In this way, preconceptions arouse students' attention and stimulate students' interest in learning. Then write the topic on the blackboard.

Then use the introduction of Shou Jingwu, Zhang Taiyan, and Fujino, the three teachers Lu Xun wrote about in the article, to elicit his admiration for Fujino, especially the words in the last two paragraphs of the text, so that students can read and taste Emotion leads to the next link.

2. Remember a gratitude

Mainly analyze the "greatness" in the paragraph, why it is great, and the emotion contained in the word "Glank". What would happen if the word "glance" was changed to "look deeply"? Teach students a method of reading through word appreciation.

3. Feeling a deep affection

The incident of getting along with Mr. Fujino.

Experience the emotion reflected in "respect".

In this link, the word appreciation method taught in this lesson is still used to allow students to appreciate the emotions in the words.

4. Experience a situation

From the four sentences in the article, capture the key words: nothing more, probably, of course, special, so as to understand Mr. Lu Xun’s experience in Japan Situation, the patriotism arising from these words.

This link mainly uses the method of student group discussion. After learning the previous appreciation methods, students will discuss Mr. Lu Xun’s situation and patriotic emotions. At the same time, I will add some relevant background knowledge here.

Teaching methods:

In teaching this text, I use the method of grasping words with special meanings, guiding students to analyze them, and organizing teaching. At the same time, after learning the methods, carry out group cooperative learning, explore together, and acquire new knowledge.

Lecture method:

This lesson is mainly about understanding Mr. Fujino’s noble qualities and the author’s patriotism. How to effectively solve this problem within 20 minutes requires a good entry point, and students need to be guided and supplemented with methods. Therefore, in this class, I guide students to understand while reading, explore through cooperation and exchange, and understand through taste. Reading aloud, communicating, and analyzing are the main methods used by students in this lesson. "Mr. Fujino" Narrative Lesson 3

1. Narrative Materials

(1) Understanding of the text:

This text is the second Chinese language course for the eighth grade An article in one unit. The theme of this unit is to trace the unforgettable experiences in one's life, or to show an aspect of the life of celebrities and great people, and to reveal the meaning of life. "Mr. Fujino" narrates fragments of the author's life while studying in Japan from the late summer of 1902 to the early spring of 1906. The writing date was October 12, 1926, more than 20 years after Lu Xun said goodbye to Mr. Fujino. Lu Xun wrote this article to express his strong patriotism and praise the friendship between the Japanese people and the Chinese people represented by Mr. Fujino, who had no national prejudice, was upright and enthusiastic.

(2) Teaching objectives

1. Knowledge and ability objectives: to clarify the ideas and clues of the article, to taste expressive language, to organically combine narrative with lyricism, to grasp Write about the main characteristics of living.

2. Process and method goals: Improve the speed and quality of silent reading, and cultivate silent reading skills. Through comprehensive knowledge accumulation, we can expand our horizons and understand the development of Lu Xun's thoughts.

3. Emotional and value goals: Understand Lu Xun’s patriotism and cultivate students’ patriotism to make the motherland strong and prosperous.

Among them, grasping the content and theme, learning the writing method of selecting typical examples in the narrative to truly, vividly and vividly express the noble qualities of the characters, and feeling the image of Fujino is the focus of learning.

Understanding Lu Xun’s behavior of abandoning medicine and following literature and grasping the context of the growth of Lu Xun’s thoughts is a teaching difficulty.

2. Preaching and learning.

The thoughts and feelings expressed in this article are rich and profound. Therefore, teachers must guide students to understand Lu Xun when he wrote this article and the era situation of Lu Xun in the article. The new curriculum standards also propose to "fully stimulate students' initiative and awareness." Enterprising spirit and advocate independent and cooperative inquiry learning methods." Therefore, I use the data collection method and communication and discussion method to stimulate students' active learning and cooperative learning spirit.

Multimedia teaching methods are adopted to deepen the content of the article based on image perception.

Russell said: Passively accepting the teacher's wisdom is a habit that is a disaster for a person's future life. In order to allow students to learn something, implement the "students are the main body of learning and development" proposed in the new curriculum standards. I attach great importance to guiding students to dare to express their own opinions, stimulating their awareness of questioning and discriminating, and strengthening the speculative color of students' learning process. Therefore, the focus of the teaching method is on inquiry learning. When students grasp the text as a whole, they can use silent reading method and circle drawing method. After that, they can use discussion method, imitation method and other learning methods.

3. Teaching process

Holistic teaching is a major concept of modern teaching. Especially since the integration of multimedia teaching methods, large capacity and high, precise and deep classroom construction have become a trend. Therefore, I adopted the teaching ideas of expansion and transfer, questioning and in-depth, and comparative appreciation, and arranged three classes for layered advancement.

The first lesson: students are required to understand the author’s writing background, master the words, clarify the context of the text, and grasp one of the writing clues of the article-the interaction with Mr. Fujino

1. Listen and read the text to highlight the words that need to be accumulated, and solve the new words to clear the obstacles for studying the text content. .

2. Based on the information about Lu Xun collected in advance from the Internet, books and other channels, students are asked to conduct cooperative discussions and exchanges in groups of four from three aspects: life experience, personality characteristics, and literary contributions. Each group Send a representative to choose one aspect to talk about their understanding of Lu Xun, so as to guide students to understand Lu Xun's patriotic thoughts and understand that Lu Xun studied in Japan to seek a way to save the country.

3. Let students read the full text silently, circle several places where the article changes, divide the paragraphs of the article according to the transfer of time and place, and fill in the blanks in the courseware:

(1) Now, to express dislike for Mr. Fujino;

(2) Now, recall the interaction with Mr. Fujino;

(3) Now, to express love for Mr. Fujino.

During the information exchange and discussion session, students can develop their ability to filter and judge information. Through the overall understanding of the structure of the article through the circles, it is clear that the full text is based on the interaction with Mr. Fujino as the narrative clue. This is a bright line in the full text.

In the second lesson, the teaching links of expansion and extension-questioning and creation-comparison and appreciation are arranged. Make use of the multi-faceted content of the article and grasp the understanding of the emotional clues of the article - Lu Xun's patriotism through expansion and extension. Improve the level and quality of students' thinking through extended reading, and encourage the development of students' independent critical thinking ability. Arouse their awareness of questioning and discriminating. Let the in-class teaching go out of class, and at the same time improve students' language expression ability.

(1) Import: Open the cover of the self-made teaching software "Mr. Fujino" and introduce the reading materials with the accompaniment of the music.

This poem has been translated into vernacular poetry

O motherland, my soul cannot escape Cupid’s arrows,

Though you are precarious and as dark as the night.

Even if you don’t understand my emotions,

I will dedicate my passion to you!

"Self-titled Portrait"

There is no way to escape from the divine arrow on the spiritual platform,

The hometown is darkened by the storm.

I send my message to the cold star in Tsuen,

I recommend Xuanyuan with my blood.

The introduction link guides students into the learning state, inspires students' admiration for Lu Xun's patriotism, and creates an exciting classroom teaching atmosphere.

(2) Extension

1. Reading: Ask students to read the first part of the text emotionally, circle the words that describe the appearance of "Qing students", and mark where they are in Japan What are the things to do in Tokyo.

2. Say: The teacher uses the courseware to introduce my country’s “braid culture” and asks students to quickly silently read an article - Lu Xun’s "The Story of Hair" (excerpt), and then discuss the braids of "Qing Dynasty students" The top of the head, what does it mean?

Supplement extracurricular reading materials, broaden reading horizons, and cultivate students' ability to retrieve, filter, and judge information, so that students can independently understand that the essence of these "Qing students abroad" is loyal to the Qing Dynasty and royalists with decadent ideas. This link fully reflects the teaching concept of "students are the main body of learning and development" proposed in the new curriculum standards.

At the same time, the teacher guided the students to appreciate Lu Xun’s superb artistic skills in depicting the soul through line drawing. Lu Xun grasped the characteristics of “braided hair” and wrote about the appearance of the “Qing students”. It was not so much about describing the appearance as it was about painting. Soul - He expresses extremely profound and rich content in concise and simple language, which has the finishing touch. Improve students' artistic understanding ability. Let students feel Lu Xun's patriotic enthusiasm.

3. Say: The teacher raised the topic: "If there was no patriotic enthusiasm, Lu Xun would——————————" Let the students fully discuss and speak.

For example: Without patriotic enthusiasm, Lu Xun would not have traveled east to Japan to seek a way to save the country and the people.

Without patriotic enthusiasm, Lu Xun would not have been disgusted with the "Qing students studying abroad" who were ignorant and incompetent, he would not have been disappointed with Tokyo, he would not have gone to Sendai to meet Mr. Fujino, and he would not have given up Medicine follows literature...

This topic can activate all students' thinking and set up a bridge for dialogue between students and the text, students and the author. In this reverse analysis, students independently understand the meaning of the writing. The rigorous structure deepens the in-depth understanding of the theme of the work, and realizes that the emotional clue of the work is Lu Xun's patriotism.

(3) Questioning Creation

1. Quickly read the full text, refer to the reference materials and fill in the form to explain which four typical examples the author wrote about his interactions with Mr. Fujino, and what Mr. Fujino said about them respectively. Quality of thought.

Serial number example ideological quality

1 Be serious and responsible in adding and correcting handouts

2 Correcting anatomical diagrams has strict requirements for students

3 Care about anatomy Internship is enthusiastic and sincere

4 Understand women’s spirit of seeking truth with bound feet

2. Question:

Let students discuss: Is this answer correct? The student first thinks it is correct. I provided the following famous quotes to inspire them to question: Zhu Xi: "Those who have no doubts in reading must first be taught to have doubts, and those who have doubts must have no doubts. This is where they will make progress."

Lu Jiuyuan: "Studying is valuable, knowing doubts. ...Small doubt leads to small progress, big doubt leads to big progress.":

Then inspire, guide, question and encourage creation: (1) Are there four typical examples? (2) Is Mr. Fujino’s quality just “serious and responsible” and “strictly demanding”? (3) Is Mr. Fujino so "serious and responsible" for every student? (4) Is it accurate to just say that Mr. Fujino “does not harbor national prejudice”?

By reading reference material two - Mr. Wang Xiaoming, an expert on contemporary Lu Xun and professor at East China Normal University in Shanghai, "The Unable to Face Life - The Biography of Lu Xun" Chapter 3 "The Sorrow of Those Leaving Home" (Excerpt ) and the third reading material - Mr. Fujino's "Remembering Mr. Shu Shuren", we can draw the conclusion - Mr. Fujino's quality is: his enthusiasm and friendliness towards the Chinese in a situation where the whole country in Japan despises the Chinese. and respect. This is a more valuable quality than "seriousness and responsibility", and it is a quality that Lu Xun is grateful for and will miss for the rest of his life. "Serious and responsible" and the like are superficial. Therefore, the table just now should be changed to

Serial number example ideological quality

Superficial and deep

1 The whole country of Japan should be responsible for the serious and responsible work of adding and modifying handouts. Despite the disdain for the Chinese, they are warm, friendly and respectful towards the Chinese.

2 Correct anatomy diagrams and have strict requirements for students

3 Care about anatomy practice with enthusiasm and sincerity

4 Understand women’s spirit of binding feet and seeking truth

5 Farewell Friendship and respect

The first sentence of the new curriculum standard says: "Modern society requires citizens to have good humanistic and scientific literacy, and to have an innovative spirit..." This requires that Chinese teaching should also cultivate creativity Spiritual and creative abilities are placed in an important position. Creation often starts with the word "doubt". In this link, I mainly cultivate students' learning attitude of daring to question and guide students to question and create. Complete the study of the writing method of selecting typical examples to truly, vividly and vividly express the noble qualities of the characters in this article, and experience the key points of learning Fujino's image.

(4) Comparative Appreciation: Allow students to compare and analyze Mr. Fujino’s image from two perspectives through courseware display.

1. Comparison between Mr. Fujino and other faculty members who care about Mr. Lu Xun. It perfectly matches the quality of Mr. Fujino. These people care about Lu Xun just because "things are rare and valuable", not respect.

2. Comparison between Mr. Fujino and “patriotic youth”. Contrasting Mr. Fujino's enthusiasm, friendliness and respect for the Chinese;

In the comparative analysis, students are guided to understand the reasons why Lu Xun left Sendai - because of his patriotic enthusiasm, Lu Xun wanted to find another way to change the people. mental outlook.

This teaching link uses the multi-level comparison of the article. Through repeated comparison and appreciation, we can grasp the characteristics of the article, deepen our understanding of the text, and complete the teaching difficulty - understanding Lu Xun's behavior of abandoning medicine and embracing literature and grasping Lu Xun's thoughts. The context of growth

(5) Summary: This article uses the narrative clue of the author’s interaction with Mr. Fujino and the author’s patriotism as the emotional clue. It praises Mr. Fujino’s noble qualities and expresses the author’s deep memory. Affection.

The third lesson: Analyze the language of the anonymous letter incident and the movie watching incident, and feel Lu Xun’s patriotism.

Read the third part of the article in unison, and feel the author’s praise and longing for him

Mr. Fujino

In Tokyo

Disappointment and disgust

Blackboard design:

In Sendai

Thoughts changed

After returning to China

Missing and grateful< /p>

Qi Xiaoying's "Mr. Fujino" lecture notes 4

1. Narration textbook

"Mr. Fujino" is selected from the second volume of the eighth-grade high school Chinese textbook compiled by the Ministry of Education. Lesson 5 of the unit, this is a prose by Mr. Lu Xun. This article uses the author’s personal experience while studying in Japan, interspersed with Mr. Fujino’s character traits and the author’s changes in patriotic thoughts, and reflects the author’s gratitude and gratitude to Mr. Fujino. Nostalgia, as well as a deep sense of responsibility, mission and love for the motherland and people. This article is a relatively scattered prose, so it is particularly important to grasp the clues of the prose. Therefore, I regard this as an important and difficult point in teaching.

2. Talking about academic sentiment

Eighth-grade students have reached a proficient level in accumulating basic vocabulary, and are no strangers to the prose style, but their understanding of prose There are still difficulties, and methodological induction is needed to grasp the clues of prose, and further training is needed in the analysis of character traits. Therefore, I have designed the grasp of prose clues and the analysis of character traits as important and difficult points in teaching.

3. Teaching objectives

Based on the teaching materials and the characteristics of the students, I have formulated the following three-dimensional teaching objectives:

Knowledge and ability are conveyed emotionally Read the text aloud and correctly grasp the clues of the article.

Processes and Methods Through teacher teaching and group cooperation, students can become more proficient in analyzing character traits.

Emotional attitudes and values ??are combined with the background of the creation era, and students can deeply understand the author's profound patriotic emotions.

4. Talk about the important and difficult points of teaching

Based on the above content, the important and difficult points of teaching that I have determined are:

The teaching focus is through teacher lectures and group cooperation, students can Be more proficient in analyzing character traits.

Teaching Difficulties By correctly grasping the clues of this article, students can deeply understand the author's profound patriotic sentiments.

5. Teaching methods

Group cooperation inquiry method, multimedia-assisted teaching method, and conversation method.

Next I will introduce my teaching process, which is also the core part of my lecture.

6. Teaching process

(1) Introduction of new lessons

Introduction is the process of bringing students from life into the text. Therefore, in this link I will combine the students' life experiences and ask them to talk about the unforgettable teachers in their memories, and tell the reasons, and lead the topic during the interaction. Interacting during the introduction phase can fully mobilize students' participation in class, grab their attention and introduce topics.

(2) Overall perception

First, ask students to recall the definition of prose clues, that is, the way the author sorts out and organizes prose language materials. Under this foundation, students are asked to summarize the material in this article. Therefore, students can easily summarize the four detailed things in the article. On the basis of finding all the incidents, students can further summarize two things about Mr. Fujino and two other things about the author’s patriotic sentiments. At this point, we will reiterate the clue analysis method of narrative prose, that is, summarize the events and then classify them. Through this process, students can successfully analyze clues and summarize the context of the article, paving the way for further in-depth text.

(3) In-depth study

In-depth study is intended to reflect the entire article through the details in the article, and to guide students to grasp the main content of the article.

First of all, I will ask students to sort out the events about Mr. Fujino based on reading, and find out the detailed and abbreviated parts.

Through reading and thinking, it is not difficult for students to find out: the detailed ones include changing the handouts and saying goodbye; the short ones include being treated as a pickpocket, asking about bound feet, and worrying that the author will not participate in the anatomy class. Find out these events, and the analysis object of the character's character will be found. After that, I will focus on the incident of "revising lecture notes" and combine it with the specific text to analyze Mr. Fujino's character traits reflected in this incident, namely 1. As a scholar, he is rigorous in his studies; as a teacher, he is serious and responsible; 2. Respect Others have no national prejudices. In this way, students review the character analysis method again.

Next, I will ask students to work in groups to analyze what character traits of Mr. Fujino are reflected in the remaining few things. This link is about students’ application of character analysis methods and collaborative inquiry. Students can be familiar with and consolidate the character analysis methods while sorting out the text content.

(4) Extended homework

In this link, I will ask students to work in groups and talk about the author’s thoughts and feelings based on the other two things in this article. This link is the main link in realizing emotional attitudes and values. Through cooperative exploration, students can realize that this article infiltrates the author's deep patriotic emotions and sense of responsibility and mission to the people of the motherland. At the same time, students also realize that the emotions of prose are often layered. To study the emotions of prose, one should grasp various materials in the text and dig deep into the background to provide conceptual and methodological inspiration for subsequent prose study and analysis. .

7. Blackboard writing design