According to "Chinese Curriculum Standard for Senior High School", the teaching goal of Chinese curriculum has three dimensions: knowledge and ability, process and method, emotional attitude and values. Therefore, many teachers will follow this routine when designing teaching, ignoring the directivity of Chinese textbook selection itself to teaching. Wang Rongsheng divided the selected texts of Chinese textbooks into four types, namely, fixed texts, sample texts and practical texts. Different essays have different learning goals. In the "fixed text", students learn the rich meaning of classic chapters; In the "examples", students learn their vivid knowledge about poetry and poetry reading and writing; In the "sample", students learn reading and writing methods in the process of reading; In "using fragments", students can master some information and materials introduced in the article. The Theory of Six Kingdoms is one of the selected texts in China Ancient Poetry Appreciation, an elective Chinese textbook for senior high school published by People's Education Publishing House. It is a typical argumentative essay, which has great reference significance for students to learn argumentative writing. The Theory of Six Kingdoms can be used as a "sample" for students' argumentative writing training.
(A) analysis of the text, summed up the overall thinking of argumentative writing
The Theory of Six Kingdoms is a typical three-stage argumentative essay, namely introduction, theory and conclusion. At the beginning of the article, the central argument is put forward: "The collapse of six countries does not destroy soldiers, and fierce battles destroy Qin." In order to make the argument more rigorous, two sub-arguments are put forward: "Pay for the loss of Qin Li" and "Pay for the loss of those who don't pay". In this part, these two arguments are emphatically discussed, and a series of argumentation methods, such as contrast argumentation, quotation argumentation and hypothesis argumentation, are used to make a powerful exposition. Finally, it comes to the conclusion that "those who serve the country have no beginning and are robbed by accumulated power", satirizing the present with the ancient and criticizing the current disadvantages. In this way, the article has clear arguments, rigorous argumentation, vivid language and great momentum.
Through the analysis of the text, we find that this article is very typical and the argumentative writing requires standardization. We might as well use this article as a "template" for students to learn argumentative writing, and summarize the general idea of argumentative writing, that is, asking questions (what)-analyzing problems (why)-solving problems (how to do it). Such a clear and clear idea allows students to have a clear framework when learning to write argumentative essays, and they can follow the ideas of the article when writing.
(2) Practice consolidating and mastering the general methods of argumentative writing.
Argumentative writing is a weak link in middle school students' writing. Students will encounter many problems in writing argumentative essays, which can be summarized as follows: I don't know where to start, the ideas of the article are unclear, the argument lacks sufficient argument support, and the article is boring and lacks literary talent. These are mainly caused by the lack of training in argumentative writing and the ignorance of argumentative writing methods. Therefore, learning the theory of six countries and mastering the general methods of argumentative writing are of great help to improve argumentative writing.
First of all, study the rigor of the structure of Six Kingdoms. For middle school students, if they want to write an argumentative essay with rigorous structure and clear thinking, they should list their own writing outlines before writing, that is, first put forward the central argument, then lead to sub-arguments from the central argument, select arguments to demonstrate sub-arguments, and finally draw a conclusion. The Theory of Six Kingdoms is a general argument structure with rigorous structure and clear logic, which is very convenient for students to learn. Therefore, students can also refer to this structure to write an outline when training with papers, which will make their articles clear and structured.
Secondly, the study of the six countries is rigorous. At the beginning, the article puts forward the central argument that "the disadvantage lies in bribing Qin", and then in order to make the argument more rigorous and avoid generalizing, it puts forward two sub-arguments, that is, the country that bribed Qin died because of its strength, and the country that did not bribe died because of its loss of aid, which is impeccable. When demonstrating the sub-argument, I first used two comparative arguments to compare the land obtained by Qin State with the land lost by vassal States, the hardships of the ancestors of vassal States to start businesses and the failure of future generations to cherish them, and demonstrated the inevitability of "bribing Qin" leading to the abolition of business. Then, when demonstrating "not bribing Qin", it explains how the country that did not bribe Qin perished from the different situations of the three countries. Middle school students can refer to the treatment of this article when demonstrating their own views, so as to make their arguments strong and credible.
Third, the accuracy of learning six languages. Argumentative writing focuses on reasoning, which is more difficult for middle school students. Most students speak the language of history, which is boring, either jumbled or unclear. In The Six Kingdoms, when discussing the viewpoint that Qin suffered from decline, the author quoted an old saying: "Serving Qin with the ground is still like carrying firewood to put out the fire, and the wages are endless and the fire will not go out." This image vividly illustrates the inevitability of Qin Li's failure. In writing, students can also be taught to learn from the ancient ways of discussing opinions and quoting classics, but this does not mean that they should list all the arguments they know one by one like telling stories, but should be detailed and appropriate, and pay attention to the organization of language, so as to make the article more convincing and enhance the literary talent of the article.
Chinese is the unity of instrumentality and humanity. While teaching students knowledge, we should also pay attention to the explanation of skills and methods. It is better to teach people to fish than to teach them to fish. At the same time, we should teach students in accordance with their aptitude according to the orientation of teaching materials. Argumentative writing is a big problem for middle school students, but as long as we grasp the rules and master the general methods of argumentative writing, the problem will be solved.
Reflections on the teaching of six countries in senior one Chinese 2 Although this text is not long, it involves two backgrounds, one is the background of the collapse of six countries, and the other is the background of the author's writing this article. In order to make students fully understand the author's theme of satirizing the present by borrowing from the past, these two backgrounds must be introduced. This is not difficult, of course. Students also like to hear this story background. My arrangement is to make a simple summary when introducing the background of the collapse of the six countries, and then introduce the reasons for the collapse of the six countries in detail with the text; Then, when teaching the content of the article, the background of the author's writing this article is interspersed. However, there is still a very troublesome teaching link in classical Chinese, which can't be saved and students don't like to hear it. This is the explanation of classical Chinese words, including the flexible use of parts of speech, classical Chinese sentence patterns and so on. Because this is the first class of classical Chinese, I can only put it in the first class according to the traditional teaching method. After the introduction, the author's introduction, listening and reading, I began to explain the text. This is a kind of indoctrination explanation that I have carefully prepared.
Review of teaching process:
1, lesson plan time: 45 minutes. The teaching plan steps are completely realized, the organization is clear and the focus is prominent. It highlights the characteristics of the unity of instrumentality and humanity in Chinese class. Students' thinking is becoming more and more active in the classroom.
2. The dredging of classical Chinese words is progressing smoothly. Students read the text many times and ask each other full questions, which meets the actual needs of students.
3. The expanding inquiry part mainly includes two questions. One is the artistic skills used to think about the argument that "the briber is weak and the road to disillusionment is broken"; The second is to explore whether the argument that "those who don't pay bribes will lose their lives" is strong enough and flawed. The progress of the first link is relatively gentle and lacks characteristics. The second link is well guided, so it is more successful, and students can boldly express their views.
4. Homework is choice, one is reading and the other is writing, which can be used as an extension of the six countries after class. No matter which one you choose, students should actively think and keep exploring.
5. The application of multimedia is small and precise. The situation map of the seven countries is accompanied by animation effects, which gives students a strong visual impact and runs through the whole class. Several classical Chinese test questions can speed up the classroom rhythm and improve learning efficiency. Other materials that have little to do with the classroom, although the picture is wonderful, are also discarded.
Reflections on future teaching;
1, classical Chinese is a kind of knowledge carrier, which carries the task of imparting knowledge, but it is by no means the only task, let alone the fundamental task. Its fundamental task is to let students accept the influence of ancient culture and improve their humanistic quality. If you dismember it and read it, it will inevitably lose its original charm. Therefore, in the teaching of classical Chinese in Unit 6, I changed the previous teaching methods, trying to make students interpret the language as a whole, truly realize the dialogue between students and the ancients, and learn living knowledge instead of isolated words.
2. In the teaching of classical Chinese, we should pay attention to cultivating students' noble moral sentiments, and correctly guide "emotion, attitude and values" throughout the whole teaching process, so that students can "subtly influence" in the learning process, so as to achieve Mencius' good situation of "attacking with benevolence", "sacrificing oneself for righteousness", "getting more help from the Tao" and "governing by doing nothing"
3. Classical Chinese teaching also plays a role in cultivating students' Chinese ability. The first is to solve the obstacles of classical Chinese. Teachers should explain the vocabulary and grammar of ancient Chinese, make a comparison between ancient and modern, and let students understand the meaning of the text. Understand the meaning of the article, and then analyze the writing method, text structure and language rhetoric of the article; Analyze the theme and social significance of the article. Students also need to translate classical Chinese and do other exercises.
4. Teaching should reflect that students are the main body of learning and teachers are only the organizers of the classroom. The biggest weakness of this course is that it does not pay enough attention to students' individual recitation accumulation, and classical Chinese should also take "recitation accumulation" as an important training content. Only by rote memorization and continuous accumulation can we lay a solid foundation for classical Chinese. Objectively speaking, it is possible to really carry out the task of learning cultural traditions, language features and exquisite brushwork from classical masterpieces, otherwise it will be easy to become a mere formality and flashy.
Reflections on the "six countries" teaching of Chinese 3 in senior one. Su Xun's Six Kingdoms is a traditional masterpiece, which has been selected as a teaching material. The purpose of teaching six countries this time is to cultivate students' habit of autonomous learning, the ability of cooperative inquiry and do some experiments in argumentative writing. In terms of methods, it is mainly to guide students to play a leading role, actively participate in the classroom and study happily.
The general process of this lesson is as follows: First, let the students read the text to correct their pronunciation, and then introduce the situation in Su Xun. Students cooperate to explore the difficult problems in the text and find out the knowledge points of important words. Group members speak and other groups of students make supplementary revisions. According to the participation and quality of team members, the team and individuals are graded. Finally, the teacher summarizes and emphasizes the main points of the knowledge learned in this section, and comments on the evaluation results of the group, giving praise and supervision. Finally, finish the homework: consolidate the knowledge points such as words and phrases summarized in the article.
My feeling about this class is: generally speaking, students can cooperate to explore and ask questions according to the program I designed. The students are very active in class and the atmosphere is very warm. From time to time, students and teachers laugh happily; The teaching objectives were basically completed, and the end of the class was a little hasty, mainly because the language preparation of students' speeches was not rigorous enough, and too much emphasis was placed on minor issues, which affected the teaching process; Colleagues can also recognize this class and think it is a success.
The gains and problems of this lesson are as follows:
1, cooperation is the key to teaching happiness. This kind of cooperation has both the correct guidance of teachers and the cooperative exploration of students in the classroom. Dull study is full of joy because of cooperation, and tired work is passionate because of cooperation;
2. It is very important to consolidate implementation. The reason why some students' language is not rigorous is that they are in a hurry in the last link. The main reason is that some students didn't discuss the content seriously, and the preview before class was not deep enough.
3. Pressure will generate power. The pressure of lectures will urge you to prepare carefully and reap the joy of class. The same is true of students' study. Only when there is a certain pressure will they improve.
The existing problem is that it takes a long time of exercise to successfully complete the teaching process, and I am not skilled in this brand-new teaching mode, and there will be some unexpected situations in class. The evaluation criteria and details of cooperative inquiry are not perfect, the teaching process is not skilled enough, and the expression is not smooth enough. There are also some situations in the classroom that are stiff because there are many people attending classes.
The future idea is: apply this good teaching model to the classroom, and both teachers and students should participate in it to gain the happiness of class and study. It is believed that with the deepening of teaching reform, science and refinement, students' study and teachers' life will be full of sunshine.