"Have China people lost confidence?" The teaching design of Beijing No.8 Middle School Tong Qilin I. Knowledge and ability of teaching objectives: 1. Learn the common sense and writing of refuting papers. 2. Cultivate students' ability to grasp argumentative arguments. Process and method: 1. Read aloud with emotion, in which you can perceive, comprehend, understand and grasp the ideological content of the text. 2. Read the important sentences in the text and taste their ideological connotation and the author's skills in choosing words and making sentences. 3. Discuss and discuss the key issues in the text, deepen the understanding of the text, and understand Mr. Lu Xun's position, viewpoints and methods. Emotional attitude values: 1. Experience Mr. Lu Xun's sense of hardship and patriotism. 2. Enhance national democratic consciousness, and enhance national self-confidence and pride. Second, the key points and difficulties in teaching: 1. Experience Lu Xun's sense of hardship and patriotism. 2. Understand the deep meaning of important sentences. 3. Learn the writing skills of articles. Teaching difficulties: to understand the characteristics of Lu Xun's essays and cultivate students' logical thinking ability. Third, teaching strategies According to the actual needs of the classroom, the following teaching strategies are adopted: 1. This article was written on the occasion of the third anniversary of the September 18th Incident more than 80 years ago. This article was written in view of the social reality at that time. When previewing the text, students should be guided to understand the background of the article and Lu Xun's life story and work style. 2. When learning the text, guide students to master the hierarchical structure and ideological content of the text by outlining. 3. Guide students to read more, and perceive, comprehend, understand and grasp the ideological content of the text through sound and emotion reading. For the important sentences in the text, we should taste their ideological connotation and the author's skill of choosing words and making sentences through reading. Organize students to discuss and discuss the key issues in the text, advocate expressing their opinions, and make students deepen their understanding of the text in the collision of various viewpoints and improve it in three dimensions. 4. Guide students to understand Mr. Lu Xun's position, viewpoints and methods, so that students can benefit from learning Chinese and being a man. Fourth, the teaching process (1) situational introduction 1. Play a video of the 9.3 military parade. (Intercept the scene where the honor guards of the three armed forces show our weapons) 2. Let the students talk about their feelings according to the pictures. Requirements: describe your mood in one or two words and explain the reasons. Summary: Too many words can't express our inner excitement and emotions. No amount of words will be eclipsed in this solemn scene. Only one sentence "I love you, China" is the best interpretation. However, what was China like over 80 years ago? What was the mental state of China people at that time? At that time, there was an ideological giant and a tenacious warrior who saw all this with sharp eyes, raised his arms and shouted again and again, and charged again and again-he was Mr. Lu Xun. Today, we are going to learn an article by him, "Have China people lost confidence?" . (2) perceptual learning 1. Teachers model the text and design related questions: (1) What views and opinions did the author express? (2) Are these ideas put forward in the same way as the articles we learned before? (3) What is the writing background of this article? When the design intention guides students to grasp the article as a whole, they can find out negative arguments and positive arguments, and lead to the concept of knowledge that refutes the article according to the different proposers of the arguments. Understand the writing background, understand the author's position and viewpoint. 2. Explain the knowledge of refuting the paper. This article is a refutation. This style generally points out the essence of the other party's mistakes first, or directly refutes (refutes the main points) or indirectly refutes (refutes arguments and arguments); Then, I put forward my own views in a tit-for-tat manner and demonstrated them. (3) Content query 1. Read the first to fifth paragraphs and organize a discussion on the following questions: (1) What are the views in the first two paragraphs and what are the arguments supporting this view? -Design Intention This topic should not only train students to summarize and refine the main points of information from paragraphs, but also make students think consciously and learn to refute papers and arguments of the other side. (2) Since the author thinks that the other person's point of view is wrong, why should he repeatedly admit that what the other person said is a "fact"? Clarity: First of all, admit that the other party is telling the truth, but after analyzing the facts, it is found that what the other party wants to say is actually not a question of confidence, and it is untenable to draw the other party's point of view. This is called reduction to absurdity. This is a way of refuting the argument, deducing the wrong conclusion on the basis of real existence, thus proving that the other party's point of view is wrong. Pointing out that the process of proving the argument by the other party's argument is not valid, which is a refutation of the argument method. It plays hard to get, first "lifting" and then "falling", as if shaking the burden, lifting the reader's appetite and achieving the ironic effect. To refute an argument, the key is to look at the essence through the phenomenon, because the other side often covers up the truth with facts out of its own interests or cognitive limitations, which requires the author to set things right. Therefore, refuting arguments can reflect wisdom and strength better than refuting opinions and arguments. The design aims to stimulate students' interest, guide students to think and discover the refuting method of "refuting arguments" adopted in this paper, and analyze and understand how the author refutes wrong arguments on the basis of directly refuting the other party's arguments. (3) A paragraph with dots in the fourth paragraph was deleted by the Kuomintang prosecutor. What does this mean? Obviously, "praying to God and worshiping Buddha" is probably the last trick of the Kuomintang to deceive itself when it is at the end of its tether. Lu Xun is a man with a strong sense of reality. He pointed out the harm and serious consequences of "praying to God and worshiping Buddha", which naturally touched the sore spot of the Kuomintang and put them in trouble. Therefore, the prosecutor is afraid to go. Adding some words can also show Lu Xun's situation, but Lu Xun is not afraid of bullets to run for the people, and his selfless and fearless spirit is admirable. Design Intention This design can make students realize the performance and essence of "self-deception" and understand the current social situation at that time. 2. After reading paragraphs 6 to 9 silently, discuss and explore: (1) How did the author put forward and demonstrate his own positive arguments, thus indirectly refuting the enemy's arguments? Clarity: In the sixth paragraph of the article, the author puts forward "Do we have China people who have lost confidence", and sets up his own argument from the front to counter the enemy's argument. Then, in the seventh and eighth paragraphs, the author narrates that from ancient times to the present, there are people who have worked hard, people who have worked hard, people who have pleaded for the people, and people who have given their lives for the law ... as factual arguments, it proves that they are all China people who have not lost confidence. This indirectly refutes the enemy's argument. The design intention is to guide students to master the writing method combining direct refutation and indirect refutation, at the same time, to inspire students to demonstrate from different angles and aspects, and to cultivate students' comprehensive and dialectical thinking and analysis ability. (2) In the ninth paragraph, the author uses a series of metaphors to understand the meaning of the ninth paragraph and analyze its function. Clear: "powder" is a metaphor for the deceptive propaganda of the ruling class; "backbone" means integrity, integrity, personality and quality; "No.1 Prime Minister" is a metaphor for reactionary Kuomintang politicians and their royal literati. "Underground" is a metaphor for China's * * * production party and its revolutionary forces under its leadership. Paragraph 9 Read the topic and answer the questions raised in the topic. The design aims to guide students to understand the role of various rhetorical methods in the text, and the use of various rhetorical methods can enhance the persuasiveness and appeal of the language. (3) What was the significance of "Chinese backbone" at that time? Clear: At that time, the Kuomintang spread pessimistic views abroad, and the general public could not see the light because the "backbone of China" was always destroyed and obliterated. Lu Xun's repeated praise of "the backbone of China" can stimulate the fighting spirit of China people and enhance the self-confidence of China people. The design intention is to strengthen the understanding of the ideological content of the article by trying to figure out the meaning of key sentences. (4) Language exploration to find out whether the three adverbs "total", "only" and "blind" are interchangeable in the first paragraph. Why? Clear: no, "always" makes people see the complacency and blind arrogance of the Kuomintang government when it boasts "vast territory and abundant resources"; "Only" is the "persistence" when grasping at straws, and the shape of breathing is vividly on the paper; "Blindly" stuck in it, unwilling to extricate themselves. These three adverbs accurately describe the "fact" that the Kuomintang government is going further and further on the road of self-deception, which is full of irony. The design intention is to understand the accuracy of words, learn language skills and experience irony. (5) The writing method explores the text structure very carefully, and paragraphs and sentences are naturally connected, closely linked and promoted layer by layer. Try to be specific. The purpose of the design is to let students consolidate the refutation method and clarify the thinking of the article. (6) Activity learning 1. Look at a set of pictures and feel national pride again. Summary: Quote a passage in People's Daily WeChat-the motherland is a place that people miss no matter where they are. The motherland is an imperfect but untouchable place. Rise from the ruins and be reborn from national salvation. Generations of heroes shed their blood for your dignity, and generations of people with lofty ideals dedicated themselves to your glory. 70 years later, the motherland has us, and we should also dance the pace of the dragon with our heart and hold up the dragon's backbone with our lives! China is powerful, long live the motherland! 2. Watch a video of a debate. 3. Issue a handwritten newspaper with the theme of "approaching Lu Xun". The design intent is 1. * * * Share the pride of China people and the glory of the victors, enhance national democratic awareness, and enhance national self-confidence and pride. 2. Watch the video of the debate, analyze the pros and cons, and master the argumentation method of refuting the paper. 3. Handwritten newspaper to guide students to understand Lu Xun's life story and work style. (vii) Transfer 1. Extracurricular reading: Read Biography of Meng Changjun and Surprise of Friends. 2. Write an article of not less than 500 words with the topic "Look, today's national backbone". Design intent 1. Experiencing the argumentation thinking of refuting papers. 2. Let students feel the characteristics of these "national backbones" in today's realization of the Chinese dream, thus enhancing national self-confidence and pride.