Supremacist teaching plan 1 1. Teaching purpose:
1. Learn how to use metaphors to illustrate abstract and profound truths through small and familiar things, which is called "takenism".
2. The method of understanding this thesis in criticism, using vivid metaphor and humorous language to understand the writing characteristics of the thesis.
3. Understand how to treat Chinese and foreign cultural heritage correctly.
Second, the teaching emphasis and difficulty:
1. key point: find out what "takenism" is.
2. Difficulties: Understand the nature and harm of "closing the door" and "giving people away".
Third, the teaching hours:
Two class hours
Fourth, the teaching steps:
In the first lesson,
Preview thinking questions:
1. What is the core of this article? What materials are used to illustrate the argument?
2. Find out the metaphorical arguments used in this paper and understand the functions of metaphorical arguments.
3. What is the wrong tendency to treat cultural heritage? How to criticize and inherit cultural heritage?
4. What is "takenism"? Why should we take a "take" attitude towards cultural heritage?
Introduction:
Students may have seen some ancient and modern Chinese and foreign literary works. Such as Romance of the Three Kingdoms, Water Margin, Poems of Tang and Song Dynasties, Notes of Ming and Qing Dynasties, The West Chamber, anna karenine by Leo Tolstoy, Resurrection, War and Peace, The Old Man by Balzac, Les Miserables by Hugo, and Fetishism, a third-grade Chinese lesson plan. What kind of attitude should we adopt when we are in contact with some ancient and modern cultural heritages? Learning Lu Xun's "takenism" can inspire and enlighten us.
Solve the problem:
This article is selected from Volume 6 of Complete Works of Lu Xun, Essays on Street Pavilion (street cutting is read as concession), because for a time, Mr. Lu Xun lived in the area where the imperialists in Zhabei, Shanghai crossed the border to build roads, which was called "semi-concession". Mr. Lu Xun has a strong national pride and hates imperialism very much, so he took half of the word "concession" and made it "boundary" to show his hatred. Qiejie Pavilion shows that these essays were written in pavilions in Shanghai's semi-concession, which vividly satirizes the dark reality of semi-colonial and semi-feudal rule. )
"Takeism" is a word created by Mr. Lu Xun. What is "takenism"? Why should we take a "take" attitude towards cultural heritage? This is what we need to know when we study this article.
This article was written on1June 4, 934. After the "September 18th Incident", Japanese imperialism extended its talons to North China, and the reactionary ruling clique became more and more dependent on British and American imperialism, sold out national interests unscrupulously, courted imperialism, and pursued an out-and-out traitorous surrender route from the political, economic, cultural and artistic aspects. Apart from trampling on China's territorial sovereignty and plundering China's economic resources, British and American imperialism has also corrupted our people with decadent western culture. The reactionary government and imperialism collude with each other, one is "faction" and the other is "faction". China is facing a serious crisis of "colonization".
For a long time, due to the backwardness of China's politics, economy and culture, all kinds of imperialists have been importing, and guns, gunpowder, movies and various small things have carried out military, economic and cultural aggression, which has caused sober young people to have "xenophobia" against foreign things, resulting in a blind xenophobia and inability to treat foreign things correctly. At that time, Shanghai Literature Monthly was discussing how to deal with the problem of "literary heritage", and there were two wrong tendencies in the discussion: "overall affirmation" and "overall negation". Lu Xun felt that the imperialist aggression and the flattery of the reactionary government caused a serious crisis of national culture, and at the same time there were quite confused views on the handling of Chinese and foreign cultural heritage within the revolution. In view of these situations, Lu Xun wrote "Takeism", which exposed the imperialist policy of aggression and the traitor crime of reactionaries, and expounded the basic views of the proletariat on correct Chinese and foreign cultural heritage.
The teaching goal of "takenism" teaching plan 2;
1. Understand the connotation of Lu Xun's "takenism"
2. Learn to use metaphors to demonstrate and correctly understand the meanings of various metaphors.
3. Understand how to treat Chinese and foreign cultural heritage correctly.
Teaching focus:
1. Understand the connotation of "takenism".
2. Attitudes and methods towards cultural heritage.
Teaching difficulties:
Learn the methods of metaphor argumentation and the meaning of metaphor in this paper.
Moral education infiltration:
How do we teenagers face the cultural accumulation of China for thousands of years? With the constant immersion of "Japanese tide" and "Korean tide", how should we teenagers face it?
Teaching methods:
Reading comprehension, induction, comparison, inquiry, discussion and summary
Teaching aid preparation:
multimedia courseware
Teaching process:
First, import; Pre-class investigation; How many people like watching Korean dramas?
How many people like watching Japanese cartoons?
What brand of electrical appliances do you use at home?
2. In the face of this "Japanese tide" and "Korean tide", what should teenagers, as the stars of hope in the future of the motherland, do? Mr. Lu Xun has given us the answer: bring it. So what is the realm of "bringing" written by Mr. Lu Xun? Let's look at the rest of the "takenism", which is also the key part of this article.
Third, master the thinking of the article.
< 1 > ①-④ Expose and criticize the essence and consequences of "sending away"
(2) ⑤-⑨ Expound the basic viewpoint of "takenism" and criticize the wrong tendency of treating cultural heritage.
〕〕〕〕〕〕〕〕〕〕〕〕〕〕〕〕〕〕〕〕〕〕〕〕〕 12
Fourth, study the text,
1, which words in paragraph 5 are ironic? What role does it play in the article?
"Modern": Fashion. It is very fashionable to say "send away" blindly. It is very ironic.
"stingy" refers to "rich" and "generous" in the third paragraph. The two are in sharp contrast, satirizing the people who "send away".
The fifth section is a transitional section, which plays the role of connecting the preceding with the following.
2. At the end of the fifth paragraph, it is said that "in addition to" sending ",we have to" bring "the doctrine of" taking ". What is takenism and how to understand it?
We should use our brains, open our eyes and get it ourselves!
Use the brain: the brain thinks independently and has opinions;
Open your eyes: be sure to see clearly and be discriminating;
Help yourself: if you have a choice, help yourself.
The first four paragraphs mentioned "closed door" and "farewell". What's the difference between them and "take-out" (compared from characteristics, essence, advantages and disadvantages)?
Closed-doorism, send away, take away.
Don't send the features, don't take the initiative to send them, you have to bring them.
In essence, it is xenophobia, xenophobia, flattery, seeking glory, self-deception, patriotism and peaceful exchange.
Advantages and disadvantages of losing power and humiliating the country and ceding land compensation
Leading to the degradation of the dispatch culture and the loss of sovereignty.
Hurt the offspring and become a new person.
Literature and art call themselves new literature and art.
4. Paragraph 8 of the article criticizes several wrong attitudes towards cultural heritage?
The essence of species expression
Yuji is afraid of being polluted and wandering around, afraid to enter the door, afraid of inheritance, refusing to learn from it, and evading doctrine
The faint egg flew into a rage and set fire to the blind, xenophobic, hypocritical and left-wing naive patient.
5. The ninth paragraph vividly discusses the attitude and method that "takenism" should adopt to cultural heritage by means of metaphor.
Specific method of vehicle body
The essence of shark fin cultural heritage is utilization and consumption.
If pipes and lamps are harmful, keep them properly, send them to the museum as part of negative teaching materials, and destroy the rest.
The reactionary and decadent part of concubines should be completely abandoned and separated.
Metaphor argument: metaphor is a rhetorical device. From this point of view, the use of metaphor in argumentative writing is vivid, and it makes abstract truth concrete, simplified and visualized, thus strengthening the probative force of the argument. When using metaphors, we must pay attention to the appropriate methods to demonstrate.
For example, jealousy: "jealousy not only harms others, but also harms yourself." Psychologically speaking, jealousy is like a poisonous insect, which often gnaws the jealous person's own mind to pieces. "It is difficult to escape from an uncomfortable and extremely uneasy situation all day."
Here, jealousy is compared to a poisonous insect, which strongly proves the view that jealousy harms people. Vivid, infectious and convincing.
6, learning the third part:
(1) Read the last paragraph aloud.
(2) Briefly explain the content of each sentence.
Quantitative content of sentences
The conclusion is that you should bring it.
(2) The concrete practice of acquisitivism.
(3) the result of acquisitiveness.
(4) Brinchmann should have the conditions.
⑤ Point out the significance of takenism from the opposite side.
Verb (abbreviation of verb) summary:
At present, there are many behaviors of learning from the ancients in society, and I want to express my views on these behaviors.
1, 27 school-age children from Shaoguan attended the opening ceremony held in Gong Xue, Shaozhou. They write correctly, cinnabar bears moles and serves tea to their parents. In front of the statue of Confucius, he received traditional virtue education such as respecting teachers and respecting morality, and modern civic education of "patriotism, law-abiding, honesty and courtesy".
2. Beijing opera enters the primary school classroom.
3. Opening Ceremony of Foshan Ancestral Temple
4. The 20xx graduates of Zheng Da Institute of Chemical Technology choose Hanfu to take photos with their graduation caps and gowns, and pay tribute to their teachers.
5. Dress in Hanfu and salute the statue of Qu Yuan.
Ending of intransitive verbs
Every patriotic teenager, when faced with thousands of years of traditional culture and various foreign cultures, should have a clear mind and be a "takeaway" person described by Mr. Lu Xun.
Take the teaching purpose of teaching plan 3.
1. Clarify the thinking of the work demonstration and realize the logical force of this article.
2. Understand the spiritual essence of "takenism" and talk about your own understanding in combination with the actual situation in modern times.
3. Learn the expression skills of this article and understand the stylistic features of the essay.
4. Learn the humorous and sharp language of the author, experience the irony of words and the application of metaphorical argumentation methods, and understand the deep meaning of metaphorical sentences.
Teaching focus
Learn from Lu Xun's debating art and try to figure out the irony of words.
Teaching difficulties
Grasp the attitude towards cultural heritage.
Class arrangement
2 class hours
Teaching points:
Briefly introduce the writing background of this article, clarify the thinking of the article and understand the spiritual essence of "takenism".
Second lesson
course content
Guide intensive reading of texts
teaching process
First of all, review and think.
What is the main discussion in the first half of the text? What does it have to do with "takenism"?
Clarity: The first half of the text mainly criticizes "send-away doctrine", paving the way for actively proposing "take-away doctrine".
Second, get to know the main idea of the article.
1. Read paragraph 7 and think about it. What is the metaphor of "big house"? What kind of attitude and method does the article put forward to treat "big house"
Clear:
(1) "big house" is a metaphor for cultural inheritance;
(2) The attitude and method towards "big house" are:
The thoughts and actions of these three kinds of people are essentially the same * * * They are afraid of being polluted and wander around, afraid to walk in. They refused to inherit (escape from reality). They don't rush to keep their innocence, don't set fire to themselves, don't blindly reject (nihilism), don't waste, don't be jealous, jump in and accept everything (capitulationism). Obviously, the author holds a critical and negative attitude towards these three people. The "no" in the last sentence of this paragraph shows the author's attitude.
2. Obviously, the author holds a critical and negative attitude towards these three types of people. The "no" in the last sentence of this paragraph shows the author's attitude. So, what should a real takenism look like? "Possession, choice" (using the brain-refers to using the brain to think independently and have opinions; Open your eyes-it means to see clearly and have discrimination; Help yourself-it means to have a choice and help yourself. )。
3. So, what should a real takenism look like? Possession, choice. Possess first, then choose. Possession is about choice. Possession is important, and choice is more important. (how to choose? ), so the author vividly analyzes the elements of cultural heritage through a large number of metaphors, and lists several corresponding correct practices.
The shark's fin eats the essence of cultural heritage, completely absorbs opium and sends it to the pharmacy for treatment. The part where the essence and dross coexist critically absorbs the old forms in the cultural heritage as historical materials, negative teaching materials such as eight-part essay (storage) and other useless historical rubbish. Menstruation asked them to separate the dross from the cultural heritage and resolutely abandon all these metaphors, so that how to "choose" was both clear and concrete.
To summarize in concise language is to take its essence and discard its dross, that is, to inherit critically. This attitude and method is also suitable for the cultural background of the country.
4. summary. This paper takes familiar things such as "big house", "shark's fin", "opium", "smoke pipe" and "smoke lamp" as examples to concretize the abstract problem of how to treat cultural heritage, simplify profound truth and make clear and thorough how to "choose". In particular, the sketches of images such as "concubine", "stupid egg", "waste" and "concubine" are rich in meaning and intriguing.
5. Ask the students to read the eighth and ninth paragraphs again and think about what argumentation method the author used here. Clear: The eighth and ninth paragraphs use the method of metaphorical argument. Metaphor argument is to use metaphor to explain the truth. This method is to prove abstruse things or incomprehensible truths with things or truths that are easy to understand and relatively simple. This method can make the truth popular. Let people accept it easily and enhance the artistry and appeal of the work.
6. Learn the last section. Read paragraph 10 and think about what the five sentences in this paragraph can answer respectively. Train the ability of generalization and understanding. What should we do with cultural heritage? ) We brought it anyway. (how should I treat it differently after I bring it? ) We will use it, store it or destroy it. What is the positive effect of treating cultural heritage correctly? Then, if the owner is a new owner, the house becomes a new one. How can we treat cultural heritage correctly? However, first of all, this person should be calm, brave, discriminating and unselfish. What is the importance and urgency of carrying out "takenism"? ) without it, you can't be a new person. Without bringing it, literature and art can't become new literature and art. (The last sentence reveals the central idea of the whole article and profoundly puts forward the necessity and importance of "takenism". )
Summarize the characteristics of article writing
1. Break first and then stand, with clear thinking and strong persuasion.
2. Comprehensive use of demonstration skills such as example, analogy, comparison and metaphor.
3. Prove by metaphor, so as to visualize and concretize abstract problems.
4. The language is sharp and humorous, which strengthens the argument.
Fourth, expand and extend.
Try to use the spirit of "takenism" to analyze the phenomena in real life. These cases are:
1. "Korean Wave" phenomenon;
2. French filmmakers boycott American blockbusters, and China introduces foreign blockbusters every year;
3. Attracting investment, polluting enterprises have set up factories in villages and towns. ...
4. Discussion activities.
There is an article in the newspaper, "Will Christmas become the" second Spring Festival "with the invasion of foreign festivals?" Then, how should we face the invasion of foreign festivals and the continuous dilution of traditional festivals?
Students discuss, teachers guide students to analyze the deep-seated reasons for the prevalence of foreign festivals and the weakening of traditional festivals, and how to treat foreign festivals with the idea of "takenism" and inherit and develop traditional festivals.
Treat foreign festivals: do not refuse, do not admire, understand the cultural connotation behind foreign festivals, explore the reasons why foreign festivals are favored, learn from the revitalization of traditional festivals, and accept rather than replace traditional festivals.
Treat traditional festivals: Understand and understand the spirit and cultural connotation of traditional festivals and its significance for promoting national culture and national spirit, realize that the root of the dilution of traditional festivals lies in our lack of real "love" for our own festivals, and realize that folk customs associated with traditional festivals such as walking on stilts, playing dragon lanterns, dancing lion, swinging, rowing dragon boats and flying kites are not only beneficial to physical and mental health, but also incompatible with contemporary social life. For traditional festivals, we should first "bring them", and then "select" and "distinguish" on the premise of inheritance to innovate.
Fifth, the experience of language characteristics
Under the rule of the dark forces, Lu Xun had no freedom of speech, so he fought in the form of cynical essays.
Living people have replaced antiques, which, I dare say, shows a little progress
I don't want to say "send" here, otherwise it will not be "modern".
For example, a poor young man among us got a big house because of the evil deeds of his ancestors, whether it was cheated, robbed, legally inherited or bought by his son-in-law
This article is full of ridicule and satire. "Laughter and scolding are articles"
The design concept of "takenism" teaching plan 4;
1. Pay full attention to students' autonomy, cooperation, demonstration, communication and exploration, as well as multilateral benign interaction between teachers and students.
2. Strengthen language expression training in Chinese class, so that students can move their brains, hands and mouths together, and listen, speak, read and write together.
3. Cultivate students' ability to apply what they have learned and apply what they have learned, which naturally extends from in-class to out-of-class and from texts to life.
Teaching objectives:
1, knowledge and ability
(1) Understand the profound connotation of "takenism".
(2) Master the argumentation ideas of this paper and get a preliminary understanding of the artistic features of Lu Xun's essays.
2. Process and method
(1) Through reading and analyzing this article, I feel the irrefutable logical power of Lu Xun's essays, which makes classroom teaching a gymnastics for students' thinking training and a feast for spiritual growth.
(2) Create a democratic, harmonious and vivid learning atmosphere through cooperative inquiry learning, and promote students' ability to solve problems independently.
(3) Improve students' language expression ability by learning to listen, speak, read and write.
3. Emotional attitudes and values
By studying this article, we can guide students to understand Lu Xun's strong sense of responsibility as a soldier, establish a correct attitude towards cultural resources, deepen their understanding and understanding of the national policy of reform and opening up in the motherland, and cultivate a broad mind, self-confidence, rationality and healthy mentality.
Teaching emphases and difficulties:
Teaching emphasis: guide students to master the full text and understand the profound connotation of takenism.
Difficulties in teaching: an independent analysis and exploration of today's life phenomena from the perspective of Nazism
Teaching methods:
Guided inquiry method, autonomous learning method and discussion method
Teaching process:
First, set the situation to stimulate interest in the introduction
Second, read the text, comb and explore
1. Teacher-student interaction: The topic of the text is "takenism". What questions will you ask in the face of the topic?
Clear: What is takenism? Take what? Why take it? How to get it? What will happen if you take it?
2. Student activities: closely follow the word "take", read the text, choose topics freely, discuss in groups and summarize.
Third, the text application, expansion and extension
1, Section 6 of the article refutes what imperialism "gave" to China-British opium, German abandoned guns, French gunpowder, American movies and Japanese gadgets printed with "completely domestic products". What do you think of these things now? Try to analyze them separately with the method of takenism.
Guide the students to find out the relevant arguments in the text, discuss and communicate, and make sense. )
Clear: Today, when we look at Japanese products, American movies and Japanese products, we should treat them differently and think positively from the perspective of accepting foreign civilizations and promoting cultural exchanges and dialogue between civilizations. This is the essence of utilitarianism.
2. There is a newspaper article "The invasion of foreign festivals, Christmas will become the" second Spring Festival "? There is another story: Christmas is coming, and Santa Claus and cartoon characters all over the street make children's lives full of exotic atmosphere. A father's 3-year-old son bought an ancient poem, the title page of which is the image of Confucius, a great thinker. Unexpectedly, the son opened the book and shouted, "Dad, there is Santa Claus in this book!" " "Dad quickly corrected the child and said," Wrong! This is not Santa Claus, but our ancient educator Confucius. " However, what I didn't expect was that the child looked serious and said loudly: "You are wrong! Look at his long beard, just like Santa Claus in the street! "
The teacher lives in Huangling, and witnessed the following scene with his own eyes: On the Double Ninth Festival in 2005, a 12-year-old boy trotted all the way with the stone tablet in the finger temple, shouting, "Dad, Dad, hurry, take a picture under the' Chinese grandson'!" In fact, Deng Xiaoping carved four characters on the stone tablet: "descendants of the Chinese people"?
Then, how should we face the invasion of foreign festivals and the continuous dilution of traditional festivals?
Clear: treat foreign festivals: take the essence, do not refuse, do not blindly advocate, understand the cultural connotation behind foreign festivals, explore what foreign festivals can learn from to revitalize traditional festivals, and accept rather than replace traditional festivals.
Treat traditional festivals: for traditional festivals, we should first "take it" and then "choose it" and "don't do it" on the premise of inheritance and innovate. Know and understand the spirit and cultural connotation of traditional festivals and its significance for promoting national culture and national spirit, and realize that folk customs such as beating drums, dancing yangko, walking on stilts, playing dragon lanterns and dancing lions accompanying traditional festivals are beneficial to physical and mental health.
Fourth, class summary.
Today, we listened to the voice of Lu Xun and the voice of history. We never forget the past and never learn from the future. The teacher sincerely hopes that we, as China people and contemporary people, can speak out our views on the world and tradition with our brains and eyes with a more open and confident attitude: Bring it!
V. Homework:
1, extract the sentences you find interesting in this article, carefully taste and write their characteristics, and communicate with the whole class next class.
2. Extracurricular activities: "Debate Challenge".