The beginning of the week is the self-reading text of the first unit of the seventh grade in the new textbook. This article has simple words and vivid characters. Although the length of the article is short, the author tries to make the layout of the article ups and downs, hiding contradictions and conflicts. Among them, Zhou harmed the village when he was young, and he and Hu Jiao harmed the village. Did he know? Suffering from the village? When I arrived in Wu, I found two pieces of land, turned over a new leaf, and finally got the story of a generation of loyal ministers. This paper clarifies this linear process and explains the three stages of contradiction generation, development and resolution. However, the horizontal details are not fully developed, which lays the groundwork for the re-creation of the plot and gives students more imagination.
Second, student analysis
The Grade One (1) class I teach is a stratified class in our school. Students have a good foundation and strong reading ability. After a year of training, students have mastered scene description and action description. However, psychological description appeared in the textbooks this semester, and it is necessary to combine the knowledge guide of the textbooks to carry out special fragment description. Secondly, students are familiar with this fairy tale. Some students have learned this text in primary school and know the outline of this story.
Third, the classroom teaching design
Title: Early Zhou Dynasty
[Teaching objectives]
I. Knowledge and skills
1. Read aloud to understand the text.
2. Analyze the personality characteristics of the early Zhou Dynasty and grasp the main idea of the article.
3. Creative fragment description and text rewriting.
Second, the process and methods
By reading aloud, the whole story is perceived.
Third, emotions and attitudes.
Learn the spiritual quality of the characters in the works who dare to turn over a new leaf.
[Teaching Focus]
Analyze Zhou Chu's character and grasp the main idea of the text.
[Teaching difficulties]
Create a creative segment description.
[Teaching method]
Combine speaking and writing to deepen the understanding of the text.
[Teaching process]
First, import
The text of Shi Shuo Xin Yu is derived from Chen Taiqiu and Friendship Period. Shi Shuo Xin Yu is China's first local novel, which occupies an important position in the development history of China's classical novels.
Second, read the text for the first time and understand the content.
1, read the text casually and pronounce it correctly.
2. Retell the story.
Third, reread the text to deepen the understanding of the text.
1, Question 1: What kind of person was Zhou Chu in the eyes of the villagers?
Being fierce, chivalrous and evil is one of the three horizontal lines.
2. Question 2: How do you evaluate Zhou Chu?
1) Killing Jiao and Hu: Martial arts are unparalleled.
2) Know that you have a human illness: You should change your mind.
3) Go to Wu to find two places: accept it with an open mind and correct it when you know your mistakes.
Fourth, the description of creative fragments
1. How did you kill Jiao and Hu at the beginning of the week? (action description)
2. Scenes of villagers celebrating each other. (scene description)
3. Psychological description of repentance and reform in the early Zhou Dynasty.
Verb (abbreviation of verb) abstract
? Be brave after knowing shame? Was Zhou Chu once considered by the villagers? Evil? , can it be done? Loyal minister and dutiful son? To be a great hero, is there any reason not to correct your shortcomings? ? Where there is a will, there is a way. Let's remember the sentence at the end of the article: people are frustrated? All right!
[homework]
1, copy the text
2, word accumulation, see the book.
3. Continue to complete the segment description.
Fourth, teaching reflection.
(A) there should be tension in the teaching process.
Judging from the teaching link design of this class, there are three unreasonable points in classroom teaching: First, the time arrangement is unreasonable: in the teaching of three classes, I spent 28 minutes in the first and second classes. The description of the third section is only given to students 12 minutes, which also includes asking students to write the description on exercise paper. It is conceivable that students start writing in a hurry, and the effect is not ideal; Second, the primary and secondary arrangement of teaching content is unreasonable. The focus of this lesson should be on fragment description. My three-board design is to distribute the time evenly, lacking the key points, but I lost the watermelon when I picked up the sesame seeds. Third, the design of student activities is unreasonable. Students lack enough time for activities, which makes the whole classroom teaching quite boring. They don't really immerse every student in the text and can read it, so they don't have a deep understanding. In view of this, I think we can adjust the following teaching links: 1, shorten the teaching time of the first and second sections, or even omit the teaching of the second section. 2. The emphasis is on the classroom teaching of the third content. The biggest feature of the new textbook is thematic teaching, which gives teachers more teaching space. Especially for self-reading texts, how to implement text teaching and give students some basic knowledge is a problem that every teacher needs to solve. Therefore, in teaching, we should know how to make good use of teaching materials, grasp a little, spread them out, rather than fully blossom, and integrate basic knowledge into classroom teaching. Of course, as a Chinese teacher, it takes courage to get rid of the traditional teaching mode and give a broader teaching space in teaching. In daily teaching, I often feel that I have to say everything, which makes teaching time more urgent, lacks a kind of teaching tension and flexibility, and makes teaching behavior lifeless. Therefore, we should learn to give up something in teaching, instead of covering everything. Just like the classroom teaching of this text, it can highlight the key points of teaching, achieve systematic and targeted teaching, and let students really learn to draw inferences.
(2) Prompt instruction is the key.
In this lesson, students' feedback mainly includes the following aspects: 1. Students can retell the story with comments after class.
Plot. 2. Students can combine the sentences of the text and perceive the text as a whole. Answer the question 1: What kind of person is Zhou Chu in the eyes of the villagers? Question 2: How do you evaluate the beginning of the week? 3. Students describe the clip and dictate the content. Judging from the students' expression of three kinds of questions, I feel that students can express themselves fluently when retelling stories and answering questions, but there are several problems when students describe fragments: first, some students express mainly narrative and lack wonderful descriptions; Second, students mainly repeat the text and lack imagination; Third, some students described it vividly. Therefore, I made the following targeted guidance in the teaching of the second class:
Student exercise (1): action description
At the beginning of the week, I went deep into the forest and found the place where the white-fronted tiger often appeared, and ambushed in the dense foliage. Soon, the white-fronted tiger came slowly. At the beginning of the week, when he walked to the front, he suddenly jumped on the white-fronted tiger's back. The white-fronted tiger was frightened and shook his back hard, trying to get rid of Zhou Chu, while Zhou Chu desperately grabbed the tiger's back and threw his fist at the tiger's forehead. When the tiger struggled to exhaustion, he pulled out a dagger at the beginning of the week and stabbed it in the back. Suddenly blood flowed, and the white-fronted tiger was dying.
Student Works (2): Scene Description
? Zhou Chu died! ? I don't know where the noise came from, so I called all the villagers to the river. Everyone looked around for a long time and found that there was still no movement in the river. Everyone thought Zhou Chu was dead. The scene suddenly exploded and everyone was excited.
That night, everyone held a celebration. With the sound of firecrackers, everyone began to party. Some of them danced lions, some danced, some sang and some drank to each other. What a wonderful scene!
After a while, the township head stood up and said, since Sanheng is dead, we need not be afraid in the future. Let's celebrate! ? Hearing this, everyone was happier and began to party again. Everyone is immersed in joy.
Combined with students' practice, I gave the following instructions to students' practice: Guidance 1: I think students can grasp the tiger-beating action at the beginning of the week and show their heroic skills at the beginning of the week, but can they put themselves in their shoes: can they grasp the tiger's cunning and ferocity to compare the bravery and martial arts at the beginning of the week? Guidance 2: What's in the text? Some of them danced lions, some danced, some sang and some drank to each other. What a wonderful scene! ? A scene that can express the villagers' celebration, but must capture the characters alive? Dynamic? Description; In addition, in the description of the scene, we should first make a general description of the whole scene, then grasp the activities of the representative figures in the scene and talk about our feelings.
To sum up, I think the improvement of students' writing ability is inseparable from the necessary guidance of teachers, and this guidance must start from small places, such as fragment description, so as to stimulate students' interest in writing, instead of making students feel that writing is a terrible thing; At the same time, teaching students how to expand their imagination and improve their writing ability is exactly what we should pay attention to in composition teaching.
The second teaching purpose of "Zhou Chu" teaching design;
1, let students realize that as long as they can correct their mistakes, they can achieve something.
2. Learn the twists and turns of this article, and learn the concise language of this article.
3. How do you feel? Read thick books and read thin books? Learning methods.
Emphasis and difficulty in teaching: teaching purpose [2]; Cultivation of students' innovative thinking in teaching.
Teaching philosophy:
This class is divided into two classes. The first class is a preview comprehension class with two goals: one is to master classical Chinese characters and words; The second is to understand the main idea of the text, ask questions and prepare for the innovation of the text. This lesson plan is the lesson plan for the second class.
Teaching process:
First, wonderful: introduce the life of Zhou Chu and arouse students to sing.
As an official in the Jin Dynasty, as an imperial envoy, Zhong Cheng made many mistakes, which was opposed by Qi Wannian, making the place far away from Wan Nian. Fu Bo Sun Xiu wanted to show his mother's old age. He said? Can you have both loyalty and filial piety? Is to go to war and behead thousands of people. The bowstring is exhausted, and the left and right are advised to retreat. This is a day in my life. ? The fight was unsuccessful. -Autumn in Jinyang
At the beginning of the Zhou Dynasty, a famous soldier in the Jin Dynasty was both loyal and brave. After reading the last essay, everyone was moved by his bravery. So, how did Zhou Chu become such a great hero? Please read the text.
Second, students read the text together and repeat the content of the text.
3. Students' doubts: When students read the text for the first time, please point out what they don't understand.
Teachers and students * * * dispel doubts.
Fourth, explore the highlights:
①, right? Brave and chivalrous? Discuss it.
(1) Question: What was Zhou Chu's image in people's minds when he was young? Why is this?
(2) Thinking expansion: Can you design a specific plot to explain according to your usual accumulation? Brave and chivalrous? Really?
Through this question design, on the one hand, its purpose is to cultivate students' innovative thinking ability, on the other hand, it is to teach students the learning method of reading deeply.
(3) Inquiry: Why did the author write about him? Fierce? Write him again? Chivalrous?
②, right? Kill the tiger? discuss
(1) The question is: Why should the villagers? Or a place? Kill the tiger and chop jiaozi.
(2) Thinking expansion: Please supplement the detailed process of killing tigers and chopping jiaozi in Early Zhou Dynasty, and the more thrilling, the better.
(3) Exploration: Why the village? More celebrations? What is the author's purpose in writing this way?
③, right? So I changed my motivation and finally became a loyal minister and dutiful son? Discuss it.
(1), why did Zhou Chu become? Loyal minister and dutiful son?
(2) What did you learn from the story at the beginning of the week?
(4) Although this article is only 192, it is full of twists and turns. Please analyze its function.
Inquiry learning:
The beginning of the article introduces the beginning of the week? Heroic and chivalrous, suffering from the village? Later, I should have written directly about how he harmed the village, but the author turned to talk about the tiger and said jiaozi. In fact, it was a trap for villagers to persuade jiaozi to kill the tiger at the beginning of the week, which was a change of meaning. The villagers hope that one of the three horizontal lines is more than the other, but all three evils are eliminated, which is the three turns. Killing mosquitoes takes four turns. The whole village did not celebrate the triumph at the beginning of the week, but celebrated his death at five turns. At the beginning of the week, he was not annoyed or angry about this, and the resulting repentance meant six changes. The lander, the lander is not here, it has turned seven times. Qinghe is now eight turns. At the beginning of the week, I wanted to confess, but I didn't care. It was really a nine-turn. Qinghe advised ten turns. Is the article true? In a paragraph, the sentence has changed, the spirit has changed, the spirit has changed, the situation has changed, the syllable has changed, and the sentence has changed. ? (Liu Dakui's Essay) It is so tortuous, swaying and fascinating.
(5) Why is the text written for Zhou Chu's killing the village simple and fictional, but it was written for him to kill the tiger and cut off the dumpling and repent himself? Inquiry learning:
This is determined by the intention of the article, and it is an anecdote of celebrities. It is intended to show Zhou Chu's reform, carry forward his spirit of self-reform and self-motivation, and explain it in Lu Yun's words? The ancients died early, and Kuang Jun's future was fair. And people suffer from ambition, why worry about being unreasonable? This universal truth is not to show the evil deeds of the early Zhou Dynasty. At the beginning of the week, the village was harmed, just to make a comparison with the beginning of the week.
Five, teacher guidance:
It is not enough to read a book thick, it is a supplement to the plot in the book and an evaluation of the book. Can we remember the book after reading it? Can you turn it into your own knowledge? This requires us to study thin. The so-called thin reading is to be good at summing up knowledge in time.
Teachers guide the method of induction and summary.
(1), find out the key words and function words in classical Chinese and put them in the notebook;
(2), find out the ancient and modern synonyms, interchangeable words, etc.
(3) Organize the article structure and summarize the article center. The enlightenment of the article.
(4) Understand the structural features and language features of the article.
Students summarize the knowledge of this lesson after class according to the teacher's method.
Six, the teacher summary:
? Be brave after knowing shame? Zhou Chu was once thought by the villagers to be? Evil? Yes, all of you can? Loyal minister and dutiful son? To be a great hero, what reason do we have not to correct our shortcomings, always lack self-confidence and think that we are born stupid? This famous saying: A man's ambition is untenable. ? Strive to create a better life of your own!
Homework: sort out the main points of this lesson.
Brief comments:
Grasping the bright spot, expanding thinking and improving students' innovative thinking ability in an all-round way
In the new Chinese teaching syllabus, it is clearly proposed to cultivate students' innovative thinking and innovative thinking ability. How to achieve this goal in ancient classical Chinese teaching? I want to expand students' thinking space by grasping the highlights of the text and through students' imagination and association, so that students can master basic learning methods and cultivate their innovative ability. So what are the highlights? How to grasp the highlights?
The so-called bright spot refers to the expanding point of students' thinking in the text, which is implicit and concise and suitable for students to play their association and imagination; It is a concentrated expression of text features. Through discussion, students can understand the author's writing intention. Is it an article? Yan Wen? . I think there are several highlights in the lesson "Early Weeks". One is: brave and chivalrous? Because it not only takes care of the suffering in the village, but also is the internal cause of rehabilitating at the beginning of the week; At the same time, it has enough space for students to develop their associative thinking. The second is Lu Yun's writing, which is not only the direct cause of the reform at the beginning of the Zhou Dynasty, but also the embodiment of the author's writing intention. Through it, students can communicate with the author and get enlightenment.
Third, the paper writing skills are full of twists and turns, through which students can improve their writing ability.
To find the bright spot, we should organize teaching activities around the bright spot. Whether students' learning enthusiasm can be mobilized depends on the quality of students on the one hand, and the embodiment of teachers' teaching ability on the other, which is not discussed in this paper.