Lecture Notes on "Takeism" 1 I. Talking about Teaching Materials
1, teaching material analysis:
Laizaiism is the first reading text in Unit 2, Book 2, a compulsory Chinese textbook for senior high school published by People's Education Press, which belongs to argumentative writing. This article is selected from the sixth volume of the Complete Works of Lu Xun, which is an essay written by Mr. Lu Xun on how to inherit the cultural heritage. Lu Xun's essays have the linguistic characteristics of "all articles are ridiculed" and "sharp humor", and he is good at using various argumentation methods such as causal argumentation and figurative argumentation. Learning this article can not only perceive the writing characteristics of argumentative essays as a whole, but also learn the language characteristics of Lu Xun's essays and various argumentation methods of argumentative essays.
2. Teaching objectives: Based on the requirements of unit teaching and the characteristics of this course, according to the three dimensions of "knowledge, affection and affection" in the new curriculum standard, I set the teaching objectives of this course as follows:
(1) Knowledge and ability objectives:
Understand the writing background of this article and Lu Xun's viewpoint on critical inheritance of cultural heritage.
Understand the problem characteristics of composition. Grasp metaphor, irony, irony and word meaning in specific context.
Experience the sharp, fluent and humorous language style of Lu Xun's essays.
(2) Process and Method Objective: To learn the writing methods of causal argument in this paper, especially to learn and master the writing skills of figurative argument.
(3) Emotional attitude and values: Understand the true meaning of "takenism" and learn to treat cultural heritage correctly with the attitude of "takenism".
3. Teaching emphases and difficulties: According to the teaching objectives and learning emphases of this unit, combined with the actual situation of students and the characteristics of this class, I have determined that the teaching emphasis of this class is to guide students to summarize the main contents of the article by finding key sentences and analyzing the author's point of view.
The teaching difficulties of this course are: understanding the important vehicles in the text, clarifying the characteristics of figurative arguments, and mastering the writing skills of figurative arguments.
Second, oral teaching methods
1, problem-based teaching method. Teachers design several enlightening questions according to teaching objectives, such as: What is "behind closed doors"? What is "send away"?
2. Conceptual comparison method. It can be combined with the problem-based teaching method, and through the comparison between concepts, students can deeply understand the rigor and visualization of the author's thinking.
Third, theoretical study.
Teaching means not teaching. It is better to teach people to fish than to teach them to fish. In order to better cultivate students' learning initiative and make them develop good study and thinking habits. In the process of teaching, I intentionally teach students "circle sketch method" and "side stroke method", and students apply this method to their study intentionally or unintentionally in the process of reading the text. For example, some students circle new words when they meet them; Some students will write down their own problems when they are in doubt so as to solve them. This is conducive to cultivating students' ability of independent thinking and independent learning.
Fourth, talk about the teaching process
In order to achieve the teaching goal, solve the teaching key points and break through the teaching difficulties, I will teach this text in two classes. The teaching arrangement of the first class is as follows:
Link 1: Introduce a new lesson.
"Interest is the best teacher", starting from real life, arouses students' thirst for knowledge, thus arousing their enthusiasm and initiative in learning. Therefore, the introduction is as follows: With the in-depth development of China's opening to the outside world, foreign science, culture, technology, bourgeois decadent ideas, lifestyles and so on have also poured in. What kind of attitude and method should be adopted? Mr. Lu Xun wrote an article about inheriting cultural heritage in the 1930 s, which I think can be inspired and used for reference.
Link 2: Introduce the author's life and writing background.
Please introduce the author and teacher to supplement the background. Targeted preview examination can encourage students to develop the habit of preview before class. Because students have studied Lu Xun and his works in primary and junior high schools, this is the first time they have come into contact with essays, and the articles have a strong background of the times. Therefore, I will introduce this short article in detail and explain the creative background of this short article.
Link 3: perceive the text as a whole and clarify the ideas of the article.
1. Let students solve word problems with the help of notes and reference books, and the teacher will guide some new words that are easy to mispronounce.
2. The teacher reads the text and asks the students to draw the key words of each paragraph while listening.
3. Students read the text quickly, and clarify the ideas of the article.
Clarity: The full text can be divided into three parts: The first part is 1-4 natural paragraph, which exposes and criticizes the essence and harm of "sending away"; The second part is the natural paragraph of 5-9, which expounds the basic viewpoint of "takenism" and criticizes the wrong tendency in dealing with cultural heritage issues; Section 10 is the third part, which summarizes the full text and points out the courage and quality that people who practice "takenism" should have and the significance of "takenism" in creating new national culture.
Link 4: Read the text carefully.
Step 1: Start with the "fruit" and get to the point.
Ask questions:
(1) What is the content of the topic "takenism"?
(2) Paragraph 7 uses the word "so" to indicate the result, but what is the "reason"? That is, why should we implement "takenism"? The first question is for all students, aiming at guiding students to learn to read, grasping the main points and paving the way for the second question; The setting of the second question is more difficult, which is intended to guide students to think deeply, so it is necessary to establish a knowledge level here.
The second step: from shallow to deep, ask questions.
The problem is divided into three steps, and each step is a step. Every time students get an answer, they climb a step, so the problem is solved. The first gradient can ask some questions:
(1) What is "closing the door"?
(2)。 What is "send away"? What does the author explain in turn?
(3) How to understand these two sentences: A but ultimately "I don't know what will happen"; B it's a little progress. The second gradient can raise some questions:
What is the essence of "closing the door" and "giving away" of 1? What's the difference and connection?
2. How does the author refute the "send away doctrine"?
3. What do you mean by "throwing", "throwing", "sending" and "taking"?
Step 3: You can set two questions:
1. Why does the author refute "send away doctrine"? There are several reasons.
2. What is the author's attitude towards "sending"? Why? At this point, the answer to the third question in the first step is completed.
(The basis for setting up three gradient exercises is mainly to teach students in accordance with their aptitude. The first gradient is suitable for all students, and the second gradient is suitable for most students. We should always take textbooks as the blueprint and focus on cultivating quality. The above exercises mainly train students' analytical ability and comprehensive ability. ) (At this point, the first class is over) The teaching content of the second class is to analyze the 8- 10 paragraph and learn and master the writing method of figurative arguments.
Metaphorical argument is the most prominent writing feature of this paper, and it is also the most common way of argument in argumentative essays, which is the focus of this class. To break through this key point, I mainly grasp such a principle: taking teachers as the leading factor, taking students as the main body and taking training as the main line. By combining discussion and training, students can master the writing method of metaphorical arguments through this course.
Link 1: Take the knowledge first, and the teacher will explain what metaphorical argument is.
Link 2: Students read paragraphs 8~9 together and discuss the argumentation methods in this part.
This mainly embodies the principle that students are the main body and training is the main line. To this end, I have carefully set the following questions:
(1) What are your attitudes and behaviors towards cultural heritage? How does the author evaluate it? What demonstration method is adopted;
(2) What are the metaphors of "big house", "loser", "idiot" and "waste"? Is the whole cultural heritage generalized and divided into several categories? How to treat them separately? What part of the cultural heritage are shark's fin, sliced duck, cigarette lamp pipe and concubine?
Reasons for setting questions: Based on the question 1, we can form the ability of knowledge transfer, and pave the way for the second question, and then cultivate students' analytical ability and thinking ability by setting questions, analogy inspiration and discussion.
Link 3: Make clear the difference between figurative argument and figurative sentence, figurative argument and analogical argument, and deepen the understanding of figurative argument. Consider the following questions:
(1) What is the main demonstration method for the third natural section?
(2) Judge whether the following passage adopts the method of metaphor: "This attitude is to cut off history and only know China. For China's "black face" yesterday and the day before yesterday,
Let students discuss and answer, let them deepen their understanding of figurative arguments in analysis and comparison, and gradually cultivate their ability to distinguish. In order to feedback the students' mastery in time and strive for students to achieve a lesson in place, I also set up classroom training to consolidate the teaching results in time.
Link 4: Classroom training.
According to the given point of view, use metaphor to demonstrate, ask students to dictate their arguments and other students to comment.
For example: point of view-you must be persistent and uninterrupted to succeed.
Argument—
Constant dripping wears away a stone.
(2) grinding the iron pestle into needles
Viewpoint:
1, the objective environment often has a great influence on people.
To master real skills, you must study hard and practice hard.
You can't succeed without the necessary basic conditions.
Students often surpass teachers, and later generations often surpass their predecessors.
Link 5: Assign homework.
After learning this article, let the students think about the practical significance of takenism today.
Group discussion: talk about the practical significance of today's takenism. Write the discussion results in about 100 words.
Tip: Reform and development will introduce capital, technology and talents. Fans learn strange hairstyles, but they can't learn the fighting spirit of stars.
Five, say blackboard writing design
A good blackboard writing is like a miniature lesson plan. This kind of blackboard writing tries to convey the teaching content to students comprehensively and concisely, which is clear and intuitive, convenient for students to understand and remember, and to sort out the context of the article.
The lecture notes of "Takeism" 2 "Takeism" are arranged in the ninth lesson of the fourth compulsory volume of Chinese in senior high school, which is also the first argumentative essay in Unit 3. The requirements of "Outline" for senior high school argumentative reading and writing skills are as follows: students can read more complicated argumentative papers, analyze argumentation methods and pay attention to the logic of the articles on the basis of clarifying the level and grasping the central argument; In writing, I can write a general argumentative essay with clear arguments and sufficient arguments, and I can use common argumentation methods, which is logical and convincing. However, "takenism" is an essay and a literary argumentative essay. It has the characteristics of short and pithy form, liveliness, timely reflection of social reality, pertinence and strong combativeness. Some people compare essays to Mr. Lu Xun's dagger and spear
First of all, talk about textbooks.
"Takeism" is an old article, and several editions of textbooks have not been deleted. The editor also put it in the first article of the unit, which is enough to show the importance and representativeness of this article. This is also the case. The ideas expressed in the article "Takeism" are still of great guiding significance even today in the 2 1 century.
This is a hard-to-say, simple and not simple essay. If only from the understanding of the content, this article is relatively simple: people who treat cultural heritage should be bold and cautious, learn to take it, and learn to choose; We can neither completely deny nor completely affirm. This concept is still very scientific today, and many people know it, so I am only allowed to take a class to explain the content of this article, so that students can master the attitude and methods of treating cultural heritage. Starting from the second class, I will focus on studying and training Lu Xun's language skills. The third lesson focuses on various argumentation methods of this paper: analogy argumentation, contrast argumentation and metaphor argumentation.
So the focus of this lesson is to analyze the language skills of this article. The reason why Lu Xun's essays have strong fighting power is mainly because of the language of the essays. People say that Lu Xun's essays "are all articles of ridicule", and the language style of his essays is sharp, humorous and ironic. It may not be difficult for a mature adult with life experience to understand Lu Xun's language, but it is more difficult for students who have just entered high school to understand the sharp and humorous characteristics of Lu Xun's essays. Therefore, I will focus on this lesson as follows:
This paper analyzes and discusses the language skills of Mr. Lu Xun in the article "Taking Doctrine".
Instruct students to learn and use the language skills of Mr. Lu Xun's essays in combination with practice.
Difficulties in the classroom will certainly appear in the following two aspects:
How to make students draw inferences from others and master the language skills of Mr. Lu Xun's essays through text analysis?
How to guide students to pay attention to and observe life and produce their own independent opinions and thoughts?
Second, the method of speaking and learning
Students in Class 2 are characterized by active performance, quick thinking and quick export, but they always deviate from the subject. Some opinions expressed in class are often biased and even misunderstood. In view of this characteristic of students, I think that through the study of this course, students can master Mr. Lu Xun's way of looking at problems and learn to express their views and thoughts in their own unique language like Mr. Lu Xun.
Improvised composition, especially argumentative composition, is very difficult for students with poor composition. Therefore, I adopt the method of group discussion, which can not only train students' ability of improvisation and instant writing, but also enable students to learn to cooperate, carry forward team spirit and accomplish arduous tasks and goals with collective strength. In other words, let them cooperate to pick peaches.
Third, oral teaching methods
It is not difficult to understand the content, but it is difficult to understand Lu Xun's rich and profound language. First of all, Lu Xun is far away from the current students, and some students are not adapted to the mixed language of literature and vernacular; Secondly, the paper has strong timeliness and pertinence. If you don't know much about the social environment and events at that time, it is difficult to understand why the author used such language. Third, Lu Xun's language use is very skillful and sophisticated, and his techniques are flexible and changeable, which is difficult for students to master. So how can students better understand the skills of these languages?
This course focuses on the language skills of three articles. To make students understand these three skills, I think we can use the method of "comparison": carefully analyze the original sentence and compare the revised sentence, so that students can feel the power of the original text more clearly; At the same time, it is also very important to strengthen students' sense of language, and to "understand" (the beauty of Lu Xun's essays should be kept in mind), but students are not necessarily required to "speak" (express beauty in words). Then, with the help of several cultural examples in contemporary life, let students write imitations and comments from the current perspective, so as to achieve the purpose of training these language skills.
Fourth, talk about teaching procedures.
I divide the teaching process of this class into two parts:
First, starting from "takenism"
"Takeism" means being good at absorbing the essence from other people's cultures. However, "takenism" itself has many lessons that students can learn from in their future compositions. Therefore, let students learn several skills of Lu Xun's essay language from "fetishism":
1, seemingly nonsense but spicy and sharp.
2, seemingly praise and admire but hit the nail on the head.
3. Using a pen seemingly unintentionally is fatal.
The teacher makes a detailed analysis of the above three language skills, and through the comparison, guides the students to understand the richness and profundity of the language of this article, and realizes the style characteristics and artistic charm of Mr. Lu Xun's essays.
Second, learn from Lu Xun and be a soldier who can fight.
In addition to lyrical narration, language also has a very important feature, that is, it can be used for fighting. Essays are Lu Xun's daggers and spears. Students should learn how to use these language skills to "fight" like Lu Xun after understanding the characteristics of Lu Xun's essays.
So in the second part, I cited four contemporary political and cultural phenomena, all of which are familiar to my classmates, but they can't understand the profound significance behind these events. Therefore, I use the method of group discussion and inquiry, so that students can learn about the incident with the help of collective strength, and at the same time write comment fragments in the form of discussion. The requirements are: use a few newly learned technologies.
I hope that through timely training, students can better understand, master and use what they have just learned.
Finally, the teacher let the students know their understanding and mastery through timely comments, and ended the lesson.