1, unit and teaching material analysis

The topic of my speech today is "There is more than one correct answer to things", which is the teaching content of the first volume of ninth grade Chinese published by People's Education Press. It is arranged in the first lesson of Unit 4, which belongs to the unit of "paying attention to science". The theme of this unit is knowledge and reading. There are four articles in three lessons, all of which are about reading, and students can get a lot of lessons from them.

Roger von Oak, a famous American industrialist, has more than one correct answer to things. This paper talks about how to cultivate creative talents around creative thinking. This paper first introduces the viewpoint that "there is more than one correct answer to things" with four figures, and then advances it layer by layer, putting forward the importance of "not being satisfied with one answer and not giving up exploration" and the essential elements of creative thinking; Finally, it is concluded that anyone can be a creative person.

2. Teaching philosophy and teaching objectives

This paper is innovative and speculative, not sticking to the traditional way of thinking. To teach this article well, we should first help students understand the stylistic features of argumentative writing and clarify the relationship among arguments, arguments and arguments in argumentative writing. Secondly, guide students to understand the central argument of this article, clarify the argumentation ideas of this article layer by layer around the central argument, and make judgments through their own thinking; Third, master the way of argumentation in the text and the way of using facts to taste the expressive effect of rhetorical questions in the text and cultivate students' argumentative reading ability; Finally, stimulate the spark of creation, expand the charm of creation and cultivate students' innovative consciousness.

The teaching objectives of this course are as follows: knowledge objective: 1, accumulate vocabulary and learn to use it; 2. Understand the relevant stylistic knowledge of argumentative writing; 3. Understand that different perspectives often lead to different results. Understand that this article is not limited to the traditional way of thinking, but is unique and full of speculative characteristics. Ability goal: 1. Distinguish the views and materials of the article, distinguish the relationship between them, and understand and evaluate the author's views; 2. Master the ways and methods of argumentation in this paper, and gradually cultivate students' ability to read argumentative papers; Emotional goal: to understand the great significance of creative thinking in real life and encourage students to strive to become creative and creative people. Because it is the first time for students to contact argumentative writing, which is the focus of the ninth grade, I think the teaching focus of this class is to master the thinking of argumentative writing and use the writing method of factual argumentative writing. The difficulty in teaching lies in understanding the meaning of the sentence "The real key to creativity lies in how to use knowledge" and appreciating the expressive effect of rhetorical questions.

Second, talk about the learning situation and learning methods.

Students are the masters of Chinese learning. Students' existing knowledge structure and cognitive level are the basis and starting point of teachers' teaching. In the class I teach, the level of students is uneven and the foundation is poor; Due to family conditions, unconditional access to more materials than textbooks and teaching AIDS leads to narrow knowledge and narrow thinking; Moreover, argumentative study is rather boring. In order to better achieve the teaching purpose, I have adopted flexible and diverse teaching methods in the teaching of this course, turning boredom into vividness, turning boredom into agility, activating the classroom, making argumentative teaching more lively and creating a relaxed and harmonious learning atmosphere for students.

Therefore, in classroom teaching, I actively try to cultivate students' abilities of autonomous learning, cooperative learning and inquiry learning. Help them actively develop various thinking strategies and learning strategies, and put their emotions into their studies by solving problems. In order to accomplish the task of * * *, teams cooperate with each other, support each other and cooperate with each other to cultivate their spirit of cooperation and sense of competition. And create research scenes in teaching, encourage them to use their hands and brains, try to create independently, and cultivate their exploration spirit and innovation ability.

Third, oral teaching methods

In this class, I fully reflected the status of students as collaborators, guides and participants. I help students set learning goals, guide them to choose the best way to achieve them, create a good teaching environment for them, and read aloud, discuss and create with them. The interaction between teachers and students has formed an open and dynamic classroom teaching model.

The teaching of this class is divided into two classes. The main point of the first class is to listen to and read the text and feel the whole. Clarify the central argument and clarify the ideas of full-text argumentation; Understand the main content of the text and grasp the core of the discussion; Organize competitions to stimulate creative sparks. The focus of the second class is to master the argumentation method of this article. Experience the benefits of using factual arguments; Taste rhetorical questions in the text, understand and master the expressive effect of rhetorical questions and learn to use them. Preparation of teaching AIDS: tape recorder, reading tape and key.

Fourth, talk about teaching procedures.

(1) import

1, about style

Argumentative writing is an article that directly clarifies the essence and laws of things and shows the author's views and attitudes by using the logical methods of concept, judgment and reasoning. It generally has three elements: argument, argument and argument.

Argument is the point that the author needs to prove, that is, the author's views, opinions, opinions or attitudes on things or problems. Usually an argumentative essay has only one argument, that is, the central argument. In addition to a central argument, some main argumentative papers have several sub-arguments, which are subordinate to and branches of the central argument. Arguments must be clear or correct judgments, and are generally complete sentences in form. The position of the argument in the article is uncertain. There are still some articles that are not quite right about the argument and need to be summarized in clear sentences. The argument should be correct, novel and meaningful.

Argument is the basis of explaining arguments in argumentative writing and writing. It can be divided into two categories: (1) theoretical argumentation, that is, classical exposition based on people's known universal truth or theoretical authority. (2) factual arguments, that is, based on concrete and reliable facts (including data). Arguments should be reliable, sufficient and powerful, and have internal logical connection with arguments.

Argumentative writing is the method and process of using arguments to prove arguments in argumentative writing. It is a bridge to realize the unity of argument and argument. Through theory, the internal relationship between argument and argument is revealed, and the three are closely related to form a complete demonstration process. There are various methods of argumentation, and the common ones are: example argumentation, reason argumentation and comparative argumentation. Some rebuttal papers also use' induction' and the like.

2. Scene import

Remember the famous sketch actor Zhao Benshan and his old partner Fan Wei's sketch "Selling Cars"? There is a saying: Zhao Benshan asked: "1+ 1 under what circumstances is not equal to 2"? Fan Wei replied, "1+ 1 is equal to 2 anyway". Gao Xiumin corrected: "1+ 1 is not equal to 2 if the answer is wrong." Zhao Benshan asked, "You have a puppy at home. Why are there no fleas? " Fan Wei replied, "Because our puppy is very sanitary." Zhao Benshan: "Wrong. The daughter-in-law answered. " Gao Xiumin replied, "Because dogs can only have dogs." Zhao Benshan asked, "An 80-year-old grandmother got on the bus and no one gave up her seat. Why? " Fan Wei replied, "Because the people in the car are impolite." Gao Xiumin corrected: "Because there are many empty seats in the car." Everyone looked at it and thought: Did Fan Wei answer wrong? (Student (Chorus): That's right. ) Why is Fan Wei's answer always different from Zhao Benshan's? (Student 1: Because they have different ways of thinking. Health 2: Because they have different ways of thinking. Health 3: Because Fan Wei's thoughts are too narrow and old-fashioned. It seems that as long as we adjust our thinking mode, change our thinking angle and jump out of the habitual thinking mode, we will "have no doubt that there is no way out, there will be another village" and get an unusual answer. Today, we are going to learn the article "There is more than one correct answer to things". (blackboard writing topic)

(B) the overall perception

1, please listen to the text and circle the outline. Including vocabulary that needs to be accumulated, epigrams that lead to thinking, article keywords, rhetorical questions, etc.

2. Check the preview.

3. Question: What is the main point of this article? (Students make it clear: mainly discuss how to have creativity. )

Question: How can I become a creative person? (Students screen key sentences and make it clear: always be curious and accumulate knowledge; Not satisfied with an answer, but to explore new ideas and use the knowledge gained: once you have a small inspiration, believe in its value and develop it persistently. If you can do this, you will certainly become a creative person. )

(3) Read the text intensively, clarify the argumentation ideas, clarify the author's point of view, grasp the discussion center (teachers design related issues, and guide students to think, discuss and explore. )

1. Why is there more than one correct answer to one thing?

2. Why should we establish the thinking mode of "there is more than one correct answer to things"? What kind of argument does the author use to clarify this matter? What are the advantages of using this argument method?

3. What elements must creative thinking possess?

4. What is the key to distinguish whether a person is creative or not? 5. Clarify the argumentation idea of this paper. Clarify the author's thinking process.

Students discuss and communicate in groups of four, and make it clear that:

1. There are various and complicated objective things, and there is not only one way to solve problems in life.

There is more than one correct answer to things. This way of thinking conforms to objective reality and follows the laws of nature. Only when you realize that there is more than one correct answer to one thing can you not be satisfied with one answer. Only by not giving up exploration can we find something, create something and make progress.

The author first demonstrates from the opposite side. If you think there is only one correct answer, when you find the answer, you will stand still. Then argue from the front. It is very important not to be satisfied with an answer and not to give up looking. Comparing the pros and cons, the reasoning is more comprehensive and thorough.

3. The essential elements of creative thinking are: you must be proficient in all kinds of knowledge, because knowledge is the material to form new ideas; Must have the attitude and consciousness to explore new things and use knowledge flexibly for this purpose; You must pay attention to small ideas. Keep trying.

Citing the research conclusion of a psychological expert group, the author points out that the key to distinguish whether a person is creative or not is whether he pays attention to his own small ideas.

5. This paper focuses on the central topic "How to be a creative person" and discusses it from many aspects. Firstly, it analyzes the mistake of thinking mode that things have only one correct answer, and solves the problems existing in people's understanding; It also discusses the essential elements of creative thinking, and then expounds that everyone has creativity; Finally, it comes naturally, and it is concluded that there are three key elements with planning and construction ability. This paper discusses it layer by layer, from division to combination, and the thinking is clear.

Teacher's guidance: It is very important to clarify the argument for understanding the content of the text, so we need to pay attention to the transitional role of the fourth and ninth paragraphs and the summary role of the last paragraph.

(4) Organize classroom competitions to stimulate creativity and show the charm of innovation.

1. The teacher announced the rules of the game.

The class is divided into four groups, with ten people in each group, a timekeeper and a supervisor.

The rules of the game are as follows: (1) The group should bring a bunch of keys and pass the keys from the first member to the tenth member.

(2) The key must pass through everyone's hand and cannot fall to the ground; (3) The one with the shortest duration wins.

2. Discuss and communicate in each group, determine the best way and demonstrate by yourself.

3. The game officially started.

4. announce the results of the competition.

5. Summary by the supervisor:

The game method is as follows:

(1) Group 1: Ten people stand in a row. The first member throws the key to the second member, and the second member passes it to the third member in the same way, and so on. The longest.

(2) The second group: Ten people stand in a circle and extend their right hands. The first member held the key in his left hand, crossed one of them across the palms of ten people and finally put it in the hands of the tenth member. The duration is very short.

(3) The third group: Ten people stand in two rows, with the left member extending his right hand and the right member extending his left hand. They cross each other to form a slope. The first member threw the key with his left hand, and the key slipped down the slope and fell into the hands of the tenth classmate. The duration is shorter than that of the second group.

(4) The fourth group: Ten people stand in two rows, with the left member extending the index finger of the right hand and the right member extending the index finger of the left hand, which are arranged in turn to form a vertical plane. The first member makes a free fall along the vertical plane, and the tenth member raises his hand to catch it. The shortest duration.

The supervisor suggested combining the methods of the second group and the fourth group. Ten fingers form an elevation, and the tenth member can quickly cross it with one of the keys.

6. Teacher's summary:

Students, the happiness brought by innovation permeates every student's face. There is more than one way to solve the problem. As long as we are not satisfied with an answer, don't give up exploration and pay attention to our own small ideas, you will become a creative person.

(5) Transfer

1. Take' life' as the noumenon, imitate the sentence' life is a glass of wine, full of ups and downs of life', and make several figurative sentences ...

2. Move your skillful hands: paper cutting. Cut out the pattern in your heart, give it a name, and introduce your paper-cut works to everyone next class.

(6) Write on the blackboard

/page/06- 12- 18/ 18906 . html