The teaching purpose of "inspiring learning" lesson plan 1
1. Learn from Xunzi's exposition on the significance and attitude of learning.
2. Master and accumulate 12 common content words in classical Chinese: "Persuade, learn, be young, be moderate, be ill, cause, be false, be absolutely, be prosperous, be meritorious, be strong and be practical"; Three function words commonly used in learning classical Chinese: Yu, Zhe and Er. Memorize ancient and modern words such as "you", "exposure", "nature", "wisdom" and "Yu".
3. Understand the method of discussing the central argument from three angles.
4. Learn to use metaphor instead of discussion, and use metaphor to imply discussion.
Teaching focus
1. Learn the metaphor method of replacing discussion with metaphor and metaphor with suggestion.
2. Master important function words and content words in classical Chinese.
Teaching difficulties
Interpretation of Xunzi's learning view.
First teaching time
Teaching essentials
1. Prompt the teaching goal of this unit and the teaching purpose of this article;
2. Introduce the author and solve the problem;
3. Orthography;
4. Understand the meaning and usage of classical Chinese keywords;
5. Try to translate difficult sentences.
teaching process
First of all, put forward the teaching objectives of this unit and this article.
Second, preview the inspection.
Third, introduce new courses.
From the text "For Learning" learned in Grade One, it is pointed out that both it and this article use metaphors to tell the truth of learning.
Four. Author's brief introduction (combined with note ①).
Xunzi (about 365438 BC+03-238 BC) was born in Zhao at the end of the Warring States Period. I studied in the State of Qi and worked as an official in the Lanling of Chu. Later, he lost his official position and wrote a book at home. After his death, he was buried in Lanling. Xunzi was a thinker and educator in ancient China, the last representative of Confucianism in the pre-Qin period, and a master of simple materialism.
Fifth, solve the problem.
"Persuade learning" in "Persuade learning" plays a leading role in the whole article. In this article entitled "Encouraging Learning", the author encourages people to keep learning. Only in this way can they increase their knowledge, develop their talents and cultivate their noble character.
Six, guide students to deal with difficult problems in classroom words and sentences.
1. Compare notes with dictionaries and orthography.
In ancient China, the word "róu" was called "Zhi" and "xing" yu was called "zhi", which is already a common word for "exposure".
2. Circle the key words 12 commonly used in classical Chinese to understand their meaning and usage.
3. Understand the usage of function words "Yu", "Zhe" and "Er" commonly used in classical Chinese by combining "thinking and practice";
Students try to translate difficult sentences, and the teacher points them out and corrects them.
5. Say the name of the text that the students read, and other students listen, pointing out the mispronounced pronunciation and tone.
Seven, homework.
1. Read the notes carefully and correctly understand the common false words in the text, common true and false words in key classical Chinese and difficult sentences.
2. Written assignments: Thinking and Practice II, III and IV.
3. Familiar with the text, preliminary self-analysis of the text, thinking:
(1) From what angle are the three paragraphs discussed?
(2) What do each set of metaphors mean? What are their internal relations in meaning?
Second teaching time
Teaching essentials
1. The meaning and internal relations of each group of metaphors;
2. Discuss the three corners of the center;
3. The characteristics of metaphor.
teaching process
First, check the preview.
Second, study the text.
Teaching objectives of "encouraging learning" lesson plan 2
Knowledge target
1. Understand Xunzi's exposition on the significance, function and attitude of learning.
2. Recite the full text.
capability goal
1. Learn the metaphor and comparison methods in this paper to improve students' ability to demonstrate reasonably around the central argument.
2. Master the meanings of the five polysemous words "absolute, strong, false, looking and smelling" and accumulate four generic words and three function words in classical Chinese.
Moral education goal
Consciously realize the importance of learning and the truth that learning must be "accumulated", "persisted" and "single-minded".
Teaching focus
1. The meaning and internal relations of metaphor.
2. Recite the full text and accumulate classical Chinese vocabulary.
Teaching difficulties
Grasp the characteristics of full-text metaphor, discussion and repeated argument in metaphor from both positive and negative aspects.
teaching method
1. Outline teaching method. Taking blackboard writing as the key link drives all teaching links, which is beneficial to students' recitation and understanding.
2. The combination of nudge and discussion. Decompose the meaning of figurative sentences and analyze the relationship with the central argument. The teacher demonstrates the second paragraph, and teaches students the method by graphic method. Then, in groups of three, they use this method to solve problems in other sentences, train students' thinking and reasoning ability, and improve their understanding and analysis ability.
3. Explore the expansion method. Design some inquiry thinking topics, such as: "What does' encouraging learning' suggest people to learn?" "Some people say that" Encouraging Learning "is a very humanistic article, and people are always discussed in an important position. How do you know all this? " And so on, cultivate students' ability to explore thinking and improve the quality of thinking.
training/teaching aid
Recorder, teaching tape, projector, multimedia CAI.
Class arrangement
2 class hours
Teaching step
Preview outline
1. Read the text aloud and master the sounds, shapes and meanings of important words with the help of reference books.
2. Make clear the meaning of the text with notes.
first kind
[teaching points]
Introduction to the author, solving problems. Read the text carefully and understand the meaning. Teachers and students learn 1, paragraphs 2 and 3 together, and recite 1, paragraphs 2 and 3.
[Teaching process]
First, guide the design.
Bacon said that knowledge is power. Gorky famously said that "books are the ladder of human progress". So, what is the way to acquire knowledge? There is only one answer, that is, study. It can be said that people are constantly learning all their lives, and learning is an instinct of people. What we want to study is how to turn this unconscious instinct into conscious behavior and greatly improve learning efficiency. At this point, the ancients have pointed out the direction for us. More than two thousand years ago, Xunzi's "Persuade to Learn" brilliantly discussed the importance of learning and the methods and attitudes that should be adopted in learning. This is a profound and famous masterpiece. Let's study this article together today. (written on the blackboard)
Second, a brief introduction of Xunzi
Students read Note ①, teachers supplement (multimedia presentation):
Xunzi, a Chinese character, was born in Zhao at the end of the Warring States Period. Han Fei and Li Si are both his students.
Xunzi was the last representative of Confucianism in the pre-Qin period, and Mencius, who was earlier than him, became two opposing factions in Confucianism. He sublated the conservative tendency of Confucianism, emphasized the importance of acquired learning, paid attention to giving full play to people's subjective initiative, attached importance to the role of education, and emphasized the importance of educational function. These thoughts were more reasonable and progressive than previous thoughts.
Xunzi's prose is known as "the great achievement of hundred schools of thought" because of its thorough reasoning, vigorous momentum, simple language, concise syntax, many metaphors and good use of metaphors.
Third, solve the problem.
"Persuasion" in "Persuasion" plays a leading role in the whole article. "Persuade" means "encourage". The traditional Chinese character "persuasion" is a pictophonetic character, and most of the characters with "strength" as the shape edge have the meaning of "encouragement", such as "encouragement" and "effort", which is the original meaning of "persuasion". In modern Chinese, "persuasion" is interpreted as "dissuasion", and its meaning has changed. In this article entitled "Encouraging Learning", the author encourages people to keep learning. Only in this way can they increase their knowledge, develop their talents and cultivate their noble character.
Be familiar with the text and grasp the meaning.
1. Listen to the tape or read aloud by the teacher.
2. Check the students' word accumulation.
Projection:
Please pay attention to the following words. Please indicate whether they are interchangeable words.
(1) So, take Wan Li Road instead of accumulating steps.
(2) I tasted it and looked forward to it.
(3) Perseverance can open the stone.
(4) the rules in the curve
Verb (abbreviation for verb) The teacher and the students study the text together.
1. Learn the second paragraph.
(1) Students read the second paragraph together.
(2) Ask the students to find out the things discussed in this paragraph and their characteristics.
(3) The five metaphors mentioned above are all about the significance of learning to improve and change yourself. Are they parallel or sequential? Please analyze and explain.
Students think and discuss.
Clarity: As can be seen from the argument, this paragraph can be divided into two layers: ① People can develop and improve as long as they keep learning; Only when people have knowledge can they increase their knowledge, cultivate their moral character and exercise their talents, that is to say, they can "know what they are but not make mistakes". These two layers are not parallel, but extend.
(4) Students read the second paragraph together and recite the second paragraph with the word outline as a clue.
Words suggested by the teacher: ① ② Answer correctly if there are ③.
2. Study paragraph 3
(1) Students read the third paragraph together.
(2) Ask students to find a sentence that best illustrates the author's point of view in this paragraph.
Clear: gentlemen are born different, and good and evil are also in things.
Question: What metaphors did the author choose to demonstrate this view? On the basis of the paragraph outline, expand and attach the word outline.
Clear: I hope to climb high and see more.
Climb high and look far.
Whispering in the wind makes people stand out.
A fake horse leads a thousand miles.
Fake boats and fake rivers
(3) Ask students to imitate the thinking and reasoning mode of the second paragraph, and discuss and analyze the reasoning process of this paragraph in groups of four at the front and back tables.
Students discuss.
Teacher Extension: Each of our students has certain external environment and conditions in the process of learning, including prosperity and adversity. The key lies in everyone's own efforts to carry forward the spirit of subjective initiative, not only to use the existing conditions, but also to learn to create conditions to transform the environment. Winston Churchill, the British Prime Minister who stuttered and later became an orator, is a typical example of turning unfavorable factors into favorable ones.
(4) Students read the third paragraph together and try to recite it against the word outline.
The words emphasized by the teacher should be mastered emphatically: ① words.
3. Students read the second and third paragraphs and recite paragraphs 1, 2 and 3.
Distribution of intransitive verbs
1. Recite the text.
2. Complete Exercise 2 and Exercise 3.
Second lesson
[teaching points]
Teachers and students study the fourth paragraph together and recite the fourth paragraph; Summarize the writing characteristics of this article; Carry out inquiry training to improve students' thinking quality. Classify the classical Chinese knowledge and summarize the full text.
[Teaching process]
First, check the recitation.
Students recite it together, and then two students recite it independently.
Second, teachers and students use the fourth paragraph to study.
1. Students read the fourth paragraph.
2. Ask the students to list the outline of the words in this paragraph and show the reasoning process in this paragraph by graphic method.
Students discuss and analyze.
Teachers know very well.
3. With the help of the outline of words and the diagram of thinking and reasoning, students try to recite the pictures.
The words suggested by the teacher are as follows: ① stern rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder rudder.
Focus on the analysis of "zhi": What is the difference between "zhi" and "zhi" in the following two sentences?
So don't take a step, or even a thousand miles.
(2) Fake horses, which are not enjoyable, travel thousands of miles.
In Shuo Wen Jie Zi, the original meaning of "Zhi" is "Birds fly from high to low", and it is extended to "He, Reach". The first sentence emphasizes the achievements you have accumulated, and highlights the center of the fourth paragraph with "Zhi". "Zhi" is interpreted in Shuo Wen Jie Zi as "If it is sent, it will be the best." The second sentence takes "make … succeed" as the meaning, emphasizes the important role of "goodness is false to things" and expresses the meaning appropriately with "zhi".
4. Students recite the fourth paragraph.
Third, analyze and summarize the writing characteristics of this article.
Question: As an argumentative essay, what are the writing characteristics of this article?
Students choose relevant sentences from the text to answer.
Clarity: ① Metaphorical reasoning, clear image; (2) The positive and negative contrast arguments are flexible and diverse; (3) Full of momentum, fluent in reasoning, and multi-purpose dual and compound sentence.
Let the students retell the experience of reading aloud.
Fourthly, inquiry reading training.
1. Question: Xunzi advocates "learning but not enough". This "learning" of course refers to "learning", but what does he "advise" to learn?
Students may answer: learn cultural knowledge.
Xunzi said in the article, "If a gentleman knows something and cares about himself every day, he will know it clearly and not wrongly." Judging from the word "Li" in the previous sentence, this is Xunzi's conclusion through a set of metaphors. From this perspective, Xunzi's persuasion is to "persuade" people to learn to be human first. In addition, the phrase "accumulate goodness to become virtue, while God is self-righteous and prepared with a holy heart" also focuses on the cultivation of morality. In Xunzi's view, learning can transform people's viciousness and improve people's moral cultivation. Therefore, the research object is clear, that is, moral research.
The sentence that was not selected in the article "Encouraging Learning" is "Learn evil from the beginning? Evil in the end? It is said that ... learning is the result of being a saint. "The gentleman's learning is also for beauty. "These statements can also prove that Xunzi's exhortation to people's learning is to make people improve themselves and eventually become a real person. Numerous facts in history and reality have proved that only Lide can establish a person and only Suntech can govern the country. Today, the great voices of the sages still reverberate over modern cities and villages, leading people to find beauty and goodness. Isn't the implementation of citizens' moral norms just proof of this in governing the country by virtue? The bear injury incident in Liu Haiyang really deserves our deep thought, which makes us deeply realize some shortcomings of modern education.
Of course, Xunzi's accumulated, persistent and single-minded methods and attitudes in learning are also instructive and instructive for us to learn scientific and cultural knowledge.
2. Q: Some people say that "Encouraging Learning" is an article with strong humanistic characteristics. From beginning to end, "people" has always been discussed in an important position. "Man" is the essence of this article. Through the text, we can find out who is written in the article.
Students are very clear: "gentleman" and "me". The gentleman "learned and saved himself from Japanese ginseng", "knowing clearly but not making mistakes" and "being good at being false to things"; I am a person who thinks all the time, thinks all the time, and knows that what I learned in an instant is not as good as what I learned in an instant. I am very knowledgeable when climbing, and I know the effects of crawling and screaming with the wind, pretending to be a horse and pretending to be a boat. But "I" is lower than "gentleman".
The teacher extended it appropriately: Xunzi believed that human nature was evil, and advocated that education should be used to cultivate and etiquette should be used to suppress evil and promote good, so he could avoid evil and turn to good. Therefore, this paper shows us two different people and emphasizes the importance of learning.
3. "Peng Sheng, please let Ma Zhong go, don't be tempted to go straight; White sand is in nirvana and black with it. " "Is a man without ambition, no bright future; Insert the words "whatever you do, whatever you do, whatever you do" in the most appropriate paragraph of this article, and briefly explain the reasons.
Students think.
The teacher simply explained: intangible: sincere and single-minded, hard work. Zhao Zhao: Obviously. Yan Yan: It's the same as "invisible". Hehe: It's obviously grand.
You should start with the referential relationship of words. "Peng Sheng Ma Zhong" points out the external environment, which is in tune with the "thing" of "being good and being false to things", and the third syllogism of "encouraging learning" describes the role of "being good and being false to things", so it should be placed at the end of the third paragraph. In paragraph 4, "accumulation", "perseverance" and "single-minded" correspond to "anxiety", so the second sentence should be placed at the end of paragraph 4.
This kind of analysis will raise the understanding of the text content to the level of philosophical beauty and let students accept the influence of beauty. )
Fifth, classify and summarize classical Chinese knowledge.
1. Multimedia theme-by-theme display:
(1) Choose the one with the same meaning in ancient and modern times ()
A. Those who are not in the snake and eel caves have no food.
B. Earthworms have no claws.
C. unite as one
D. Qin Shihuang was not stingy with his ministers
(2) From the following four sentences, find the one that is different from the other three sentences ().
A. Earthworms don't have the advantage of claws, but their bones and muscles are strong.
B. green is taken from blue, and green is blue.
C. asking for help can make people report to Qin.
D. Many people were drowned by the burning horse.
Choose three students to answer.
Clear: (1) b (a. Entrust: Entrust, sojourn, today means entrusting the ideal feelings to a specific person or thing. C. intention: refers to ideological activities. In the present sense, it means to study hard and be willing to use your head when something happens. D. meanness: it means low status and short knowledge, and today it means quality and moral corruption)
(2)B(4 sentences are all variant sentences, A, C and D are all attributive postpositions, and B is adverbial postpositions)
2. After class, select five students to complete Exercise 2 and accumulate common content words in classical Chinese.
Sixth, the class summary
This article is a masterpiece of Xunzi, a famous thinker and writer in the pre-Qin period. It repeatedly demonstrates the significance and function of learning with 20 metaphors. He is a master of language because of his witty remarks and shocking power. During the Spring and Autumn Period and the Warring States Period, five tyrants and seven chivalrous men came one after another. A hundred schools of thought contend actively in the political and literary fields, leaving behind not only brilliant ideas and theories, but also masterpieces of language art. Students should carry forward their tireless learning spirit, look at all times and at home and abroad, and absorb rich nutrition from the world to nourish themselves.
The full text ends with students reciting.
Seven. distribute
1. Combined with Xunzi's "Encouraging Learning", write a post-reading, entitled: Learning is expensive and constant-some thoughts on reading Xunzi's "Encouraging Learning".
2. Finish thinking exercise 3 after class.
The Teaching Background of Teaching Plan 3 of "Stimulating Learning"
This paper attempts to combine the teaching of classical Chinese with the teaching of argumentative writing, and explore a new method of combining reading and writing.
implementation strategy
This lesson aims to teach students three aspects of knowledge by explaining the text.
(1) The usage of several notional words and function words in the text;
(2) Understand the importance of learning and the truth that learning must be invested and persisted;
(3) Learn the writing of argumentative essays, and master one of the argumentation methods and the skills of conceiving with the method of sub-argument.
Teaching efforts reflect the development concept of student-oriented.
It is mainly based on the combination of teacher's explanation, student's reading induction and reading back. Students are familiar with the content of the text by reading aloud, and guide students to recite the text by slides, so as to intuitively learn the positive role of sub-arguments in the central argument. Master the three main contents (what, why and how) to be expounded in an argumentative essay. )
Implementation process:
I. Introduction to the author:
Xun Kuang (about 365438 BC+03 ~ 238 BC) was from Zhao. A thinker and educator at the end of the Warring States Period, people respectfully called him Xun Qing at that time. In his later years, he went to Chu State, and Chun Shen Jun appointed him as Lan Lingling. After living in Lanling, he wrote a book and was buried in Lanling after his death.
Xun Kuang is the last representative of pre-Qin Confucianism and a master of simple materialism. Emphasize the importance of acquired learning, and think that acquired environment and education can change human nature.
Xunzi's works include Xunzi Thirty-two. Encouraging Learning is the first article in Xunzi, which reflects Xunzi's educational thought and is an important article about learning in ancient China. The full text discusses the importance of learning and the truth that learning must be accumulated for a long time, persevering and wholeheartedly.
Second, solve the problem:
"Persuade learning" in "Persuade learning" plays a leading role in the whole article. The teacher first wrote a word "advise" on the blackboard and asked: What does this word mean? Students often answer "suggestions" without thinking. The teacher took this opportunity to add the word "learn" after the word "advise" and then asked: What does "advise" mean? Students will understand that this also means "exhortation". In psychology, this is called establishing "attention center" for students. In this article entitled "Persuade to learn", people are encouraged to keep learning. Only in this way can they increase their knowledge, develop their talents and cultivate their noble character.
Third, students try to translate the full text of difficult sentences, and the teacher corrects them: (This content is omitted)
Fourthly, explain and analyze the usage of metaphor.
Interpretation: Metaphor is a method to explain things, which is used for argument and is called "metaphorical argument". Its basic principle is "knowing what it is, not knowing why", that is, explaining profound truth with common things and phenomena in life. Fable is also a metaphor, such as "Watch at night" and "Carve a boat for a sword". )
(1) Read and analyze the first paragraph.
1, prepare for reading. First, divide the rhythm of the following sentences (students try to draw and teachers correct):
2. Students practice reading aloud.
Look at it twice by yourself, then the teacher looks at it, and then check the students' back tests, pointing out that the key is to be clear about arts and sciences.
3. The first paragraph: analysis of arts and sciences.
Step 1: Find an idea.
1. Question: Which sentences in this article express the author's views? (Opening remarks and closing remarks)
2. Question: Say "you can't learn" at the beginning, and then there are a series of metaphors. Do these metaphors prove this? (not directly prove this point, but prove the point of the conclusion sentence. )
3. Question: What is the relationship between the views expressed in the first sentence and the last sentence?
(The latter is used to prove that the former-"learning and self-study" has the effect of "knowing what is clear and doing nothing", so "learning but not doing it". )
4. Question: In the sentence "A gentleman is knowledgeable, and Japanese participants help themselves", which words mean "unavailable"?
(if you want to "bo", you will "get it"; "Day" also means "endless". )
Step 2: Make clear the connotation of metaphor.
1. Question: How many groups can metaphors in this article be divided into?
2. Q: Can these three sets of metaphors be regarded as simple repetition? No, because the angle is different. )
3. Ask again: Where are the different angles?
Read this article skillfully.
Students recite slides together, check each other first, and then check by the teacher.
(2) Read and analyze the second paragraph.
In the second paragraph, the teacher asked several questions, mainly through group discussion and analysis.
1. Question: What are the metaphors in this paragraph? Please list them first.
2. Q: What are the functions of these metaphors?
3. Q: In the conclusion sentence, "goodness is false to things" refers to the above four sets of metaphors. Are they simple repetitions? Are all fake things the same in nature?
Students read and recite this paragraph.
(3) Read and analyze the third paragraph.
The third section of liberal arts analysis focuses on students' autonomous learning.
Fifth, summarize the full text and guide students' argumentative writing with argumentative writing.
1, central content.
Can't learn (central argument) (explain "what")
Only by "endless" can we "know what it is and do what it is not wrong"-meaning (one of the arguments); Only "Continuity" can "Be Good at Faking" —— Function (Second Argument) (Explain "Why")
Only by "continuous" can we accumulate, persist and be single-minded-attitude and method (the third argument) (explain clearly "how to do it")
Teacher guidance analysis:
The viewpoint discussed by the author of this paper is inseparable from his "theory of evil nature". Because of "inherent vice", it needs to be reformed. Only after the reform can it be good, and the way to reform is education. This kind of educational reform has a process from quantitative change to qualitative change, so it is said that "good becomes virtue, the gods are complacent, and the sacred heart is prepared."
2. The use of metaphor.
The metaphor in this paper has two characteristics: first, the way is flexible, and similar things are used side by side to enhance the effect; Sometimes, metaphor explains the same truth from two aspects, such as "I have made a great leap ... I have made great contributions". The second is to set metaphors repeatedly and gradually deepen the content.
3. Use (contrast).
Note: antithesis is a way of writing, that is, two related things (including similar things and opposite things) are quoted at the same time, and their sentence structures are the same or roughly the same.
Let the students give examples (compare similar things, such as "green, from blue, green is blue;" Ice, water, but colder than water ","wood with rope is straight, and gold is sharp "; On the contrary, things are opposite to each other, such as "one leap, not ten steps; It's hard to give up, "and" the earthworm didn't use his minions ... and he was impatient with his heart " )
Distribution of intransitive verbs
1, recite the full text skillfully
2. Finish the homework "Thinking and Practice" three, four and five.
Teaching reflection
This class has made a new attempt in the combination of classical Chinese and composition teaching, and its reading, analysis and oral ability have been improved. Unfortunately, the study time of a class cannot be transferred from the new classical Chinese teaching to the training of writing ability, which is the biggest deficiency. I plan to try this combination again in the future teaching, hoping to achieve a state of ease.