Yueyang Tower Lecture Notes

For a long time, the teaching of classical Chinese has been confined to the word "essence", emphasizing knowledge acceptance, focusing only on grammar and grammar, ignoring the subject of learning, lacking the unique emotional experience of teachers and students in the teaching process, and forming a single and fixed teaching model of classical Chinese. Undoubtedly, this kind of teaching can't meet the needs of the new curriculum reform, and it can't cultivate students' understanding of the essence of classical culture. Therefore, the teaching of classical Chinese must be grasped from a higher level and a broader perspective, so that students can have a process of understanding on the basis of dredging the meaning of the text and express their feelings to the author in combination with their own life and emotional experience. Make full use of information to understand the work itself, so that classroom teaching becomes a reflective process of teacher-student exchange experience and a cooperative process of data integration. Only by learning through inquiry, improving through cooperation and subliming through perception can the teaching of classical Chinese be truly personalized and diversified, thus achieving the higher teaching requirements and evaluation proposed by the new curriculum standard of classical Chinese in middle schools: "Read ancient poems, consciously accumulate insights and apply them to improve your appreciation taste and aesthetic taste."

First, the teaching philosophy

1, advocate autonomous learning. Autonomous learning is a "learning ability" based on the development of self-awareness; "Want to learn" based on students' intrinsic learning motivation; Learning based on mastering certain learning strategies; "Persist in learning" based on hard work. The expansion course of Yueyang Tower is chosen precisely because the ability of appreciating ancient prose, evaluating works and understanding things has reached a certain depth and breadth, and students will be interested in the beauty of literature and lofty thoughts, thus stimulating their desire to explore. In this way, under the careful guidance of teachers, under the premise of "being able to learn" and "wanting to learn", students can master the strategy of learning ancient prose appreciation, so as to achieve "being able to learn" and lay the foundation for exploring ancient prose and "persisting in learning" in the future. Improve students' humanistic quality, enrich cultural details, realize independent communication and independent inquiry, and return the initiative of learning to students.

2. Establish an open classroom. The new curriculum emphasizes that the teaching process is regarded as a process of communication, benign interaction and common development between teachers and students. This requires our teachers to strive to create a classroom for exploration, communication and cooperation. Teachers and students communicate with each other, complement each other under mutual inspiration, appreciate each other's thoughts, experiences and knowledge, and express their feelings and experiences. This kind of autonomous and vivid classroom will enrich the teaching content and make new discoveries at the same time, and realize the common development of teachers and students. For Yueyang Tower, which has been sung through the ages, the information is extremely rich, and teachers can't fully grasp and understand it. We should make full use of students' intellectual resources, encourage and guide students to participate in teachers' lesson preparation with the help of the internet and modern media, and create an open classroom thinking space in breadth and depth.

3. Respect personal experience. Teachers create a harmonious and relaxed learning environment with favorable eyes and appropriate encouragement. Give students the freedom to think, appreciate and express. Let students pay attention to the aesthetic quality of the works and the projection of the author's aesthetic consciousness. Guide students to put forward their own unique opinions from textbooks, and advocate students to develop from Fan Zhongyan's mind of "not being happy with things, not being sad for themselves" and ambition of "worrying about the world first, and enjoying the world later", so as to arouse students' comments on the historical and contemporary social environment and reflect their own aesthetic creative personality.

Second, teaching material analysis

The Story of Yueyang Tower is an ancient prose in Unit 6 of Book 5 of People's Education Press, and it is a famous article that has been celebrated for a hundred years. He is not only brilliant in literary talent but also ambitious. Fan Zhongyan's broad mind and lofty ambition of "not being happy with things, not being sad for himself" and "worrying about the worries of the world first, and enjoying the joy of the world later" reflect the charm of his personality, like a bright lamp, which still gives people a clear indication. It is not only a good carrier of aesthetic education and classical humanities education for students, but also a model course to adapt to the new curriculum reform and create diversified ancient Chinese teaching.

Third, student analysis:

By the third grade, students' psychological development tends to mature. While thinking in images is rich, abstract thinking has also developed at a deeper level. Appreciation of literature not only stays in perceptual experience, but also has rational analysis and a higher level of aesthetics. Based on the consideration of cultivating students' autonomous learning ability in classical Chinese, opening up students' thinking space, improving cultural taste and advocating personality analysis, I chose Yueyang Tower with beautiful structure, language and concept, and designed this section to expand teaching.

Fourth, teaching design:

(A), teaching objectives:

1, knowledge and skills: understand the writing style of the article and grasp the author's unique and carefully designed ingenuity; Correctly understand the profound connotation of famous aphorisms.

2. Process and method: On the basis of students' full collection and screening of information, students communicate independently and actively explore, so that students can experience the fun of inquiry in cooperative learning. Through the communication and mutual improvement between teachers and students, aesthetic consciousness can be realized.

3. Emotion, attitude and values: Feel the author's mind and ambition, understand the author's political ideal at the same time, guide students to think about life and learn from history and traditional cultural thoughts.

(2) Teaching emphasis: understanding the uniqueness of the author's ideas, understanding the article's feelings in the scenery and expressing his writing style.

(3) Teaching difficulties: understanding the profound connotation of famous aphorisms and the author's interest.

(4) Teaching methods: students communicate independently, teachers and students cooperate to explore, supplemented by the method of creating situations.

(5) Teaching process:

1. Situation introduction: Show the pictures called "Four Famous Buildings" in ancient China with classical music. With Wang Bo's preface to Wang Teng-ting, "The sunset is lonely in Qi Fei, and the autumn water is * * * the sky is one color", and Cui Hao's "Yellow Crane Tower", "Every tree in Hanyang becomes clear in water, and a nest of herbs in Parrot Island", the literati chanted Yueyang Tower.

2. Cooperation and exchange:

Try to enrich the teaching content with network materials and stimulate students' enthusiasm for learning and desire for inquiry. In class, through the independent communication of group members, we can enjoy resources and cultivate students' communication ability and sense of cooperation.

3. Independent inquiry: Question 1: Under the circumstance that "what the predecessors said is well prepared", from which angle did Fan Zhongyan choose to record Yueyang Tower? Question 2: What are the unique features in the text that make Yueyang Tower a masterpiece that will be celebrated through the ages? Through students' discussion and exchange, they form a confrontation of thinking, communicate with teachers and students, and reach a consensus. Enable students to grasp the text itself from the aesthetic point of view and understand the author's intention to write scenery.

4. Thinking expansion: Based on the in-depth understanding of the author's feelings in the blending of scenery and scenes, as well as the understanding of the author's feelings of setting scenery and expressing emotions, we can understand the aspirations of ancient people with lofty ideals, more accurately grasp Fan Zhongyan's "worry and optimism", and then contact modern people with lofty ideals. Give students full freedom of speech when commenting, let them rise from perceptual experience to rational analysis, and open up the space for free creation in the classroom.

5. Innovative training: In the state of accumulating situations, use the vast and magnificent real-life display of Dongting Lake and Yueyang Tower to stimulate students' enthusiasm for writing and express their unique feelings through scenery.

The purpose of this lesson design is to try to change the boring classroom atmosphere and fixed teaching mode of ancient Chinese teaching, and to reflect the requirements of ancient Chinese teaching under the new curriculum reform to meet the needs of the new situation. Really achieve the integration of ancient Chinese teaching and modern education, and cherish the combination of traditional cultural genes and innovative aesthetics. This is just an attempt, an immature exploration, but it will prompt me to constantly update and improve in teaching practice.

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Notes on Peach Blossom Garden

Judge: The topic of today's speech is Tao Yuanming's Peach Blossom Garden. Next, I will elaborate the design of this class from five aspects: teaching materials, teaching methods, learning methods, teaching process and blackboard writing.

First, analyze the teaching materials.

1. The position and function of the text.

"Peach" is the classical Chinese of the first unit of the second volume of the second day of Chinese in the Soviet Education Edition. This text can be the accumulation and consolidation of classical Chinese knowledge. It is of great benefit to learn classical Chinese in the future; Moreover, this article has clear clues, concise and beautiful language and profound implications, and it is a rare text that integrates knowledge and ideology.

2. Teaching objectives.

Curriculum standards put forward: knowledge and ability, process and method, emotional attitude and values * * * three-dimensional teaching concept, combined with the genre characteristics of classical Chinese, the teaching objectives of this paper are set as follows:

(1) Understand the meaning of important real function words

(2) Clarify the clues of this article.

(3) Experience the social ideal of Xanadu.

3. Teaching focus.

The teaching goal of this paper is the focus of this class.

4. Teaching difficulties.

The difficulty of this paper is the goal (3)

Second, analytical teaching method.

(1) This lesson mainly adopts problem-oriented method, heuristic method and explanation method. For classical Chinese, students have a weak foundation, and some classical Chinese words need direct guidance from teachers; Some can combine previous knowledge and overall feelings to inspire and arouse students' cognition; For the understanding of the text content, teachers can set questions to stimulate interest, so that students can read in the questions, with clear goals and improve efficiency.

(2) Adopt multimedia and other audio-visual means. The application of this method can increase the charm of the work, produce good audio-visual effect and attract students' attention; Expand the teaching capacity.

Third, analysis methods.

This course mainly adopts the methods of reading and discussion. The time distance of classical Chinese requires students to read the pronunciation accurately, understand the meaning thoroughly, appreciate the beauty of rhythm, meaning and rhyme of classical Chinese, and be familiar with it. Classroom discussion can save time and expand capacity, which is an important way to realize students' autonomous learning.

Fourth, the teaching process.

(1) The teacher checks the students' preview and supplements relevant knowledge. Teachers should cultivate students' habit of autonomous learning and consulting materials after class. Under the guidance of the teacher, students show the preview results and complement each other, so that they have a full understanding of the author and background, which is conducive to the understanding of the text center. Teachers can briefly supplement and praise students to enhance their confidence in autonomous learning. Check students' correct pronunciation, read sentences in order and guide them to read sentences, so as to lay a foundation for students to understand the text correctly in class. Use multimedia, dubbing and painting to guide students to read the correct pronunciation, read the charm and increase the attraction of the classroom.

(2) Teachers guide students to sort out the meanings of words, phrases and sentences. In order to reduce the difficulty, it can be done in stages. Students discuss in class and explore the meaning of words in cooperation. This is done on the basis of preview before class. Students make full use of the wisdom of the group, learn from each other, focus on asking questions in class, and the rest of the group can answer them. Teachers only inspire or answer representative questions, and always let students act as the masters of the classroom. This is conducive to cultivating students' bold and meticulous style and courage to express their opinions independently. Teachers should affirm students who actively participate in classroom activities and cultivate their self-confidence.

(3) Teachers use multimedia to show basic knowledge, check students' mastery and give timely feedback. The topic should be clear, classified by content words, function words, special usage and sentences, which is helpful for students to master.

(4) Teachers use the problem-oriented method to guide students to understand the clues and levels of this article; Understanding the social ideal of this article is based on the combination of reality and reality. Ask questions from the outside to the inside, interlocking, and strive to be informative and interesting. Students discuss, mainly using multimedia to ask these questions:

Who discovered the Peach Blossom Garden? What did he see there? Did he succeed when he came back? From this, we can know what the clue of this article is.

Do you like Peach Blossom Garden? Please paint this beautiful scenery with a brush and summarize its characteristics with words. Students with good art can be selected for multimedia display, which is conducive to mobilizing students' enthusiasm.

The peach blossom garden written by the author is so beautiful. What was the actual social environment at that time? What does the ending of No Road inspire you? What kind of ideal does this pin on the author?

(5) Teachers once again use multimedia to show music and recite pictures, so that students can listen and read freely, and taste the beauty of language and thought of classical Chinese again on the basis of re-understanding the text.

(6) Homework arrangement: Pedagogy requires fewer but better homework, which is enlightening. So the assignment for this class is-

The meaning of exercise 3

Draw a picture of Taoyuan in your own language.

Five, blackboard writing: strive for new, real and refined.

the Peach Garden

Clue:

Peach Blossom Garden:

The ideal of sustenance:

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Argumentative writing

Lecture materials in memory of Bethune

Today, I want to convey an argumentative essay entitled "In Memory of Bethune". I plan to finish it in two classes.

The Chinese Curriculum Standard for Junior High School requires students in grades 7-9 to read simple argumentative essays, distinguish between viewpoints and materials, find the connection between viewpoints and materials, make judgments through their own thinking, and write simple argumentative essays, so as to make every effort to be justified.

Commemorating Bethune is the first lesson in Unit 3, Grade 8 of Chinese textbook, and it is the first argumentative essay that students come into contact with. This article was written by Mao Zedong at 1939 65438+2 1. At this time, it has been more than a year since Dr. Bethune died. This paper is an argumentative paper with clear structure and proven theory. Mao Zedong deeply analyzed Bethune's spiritual quality in his article. He raised his evaluation of Bethune spirit to the height of productism, divided his productism into three aspects: internationalism, altruism and technical Excellence, and called on all party comrades to learn Bethune spirit. The central argument of this paper is that every communist party member made in China should learn from Bethune's spirit. The three sub-arguments are: learning from Bethune's spirit of internationalism, learning from Bethune's selfless dedication and learning from Bethune's spirit of technological Excellence. This year coincides with the 60th anniversary of War of Resistance against Japanese Aggression's victory. Bethune's spirit and its various manifestations are good opportunities for students to receive education.

Therefore, I set the objectives of this study as follows:

Knowledge and ability goal: master the three elements of argumentative writing,

Process and method objectives: reading, autonomy, cooperation and inquiry;

Emotional Attitude Values Goal: Guide students to correctly understand the spirit of * * * and stimulate patriotic enthusiasm.

In the previous study, students know that the expression of "argument" is used to express their own ideas, but they lack the logical understanding of "argument" and the overall perception of argumentative papers. Therefore, the focus of this study is to learn three elements of argumentative writing, including: finding out the central argument and the sub-argument; Understand the type of argument; Learn the methods of argumentation, especially the methods of comparative argumentation. There are many political terms designed in this paper, which is a great obstacle for students to understand the text, so the difficulty in this paper is to find out the central argument and sub-argument.

Since it is an argumentative essay for beginners, in order to avoid learning stylistic knowledge in an empty way, students should pay attention to repeated reading in teaching. After having a deeper and more complete perception of the full text, it is necessary to sort out ideas, refine opinions, and then analyze and discuss them so that students can master knowledge vividly and systematically.

Teaching tools: multimedia courseware.

The specific teaching design is as follows:

Import scene

First of all, set the music, let the students read Zhu Ziqi's poem "Commemorative Song of Bethune" freely, and get a preliminary perception of the characters.

How do students feel when discussing and reciting poems?

Teacher's lead: A doctor, a Canadian party member, traveled across the ocean to help and sacrifice War of Resistance against Japanese Aggression, a China people who had nothing to do with him, with the highest ideal of realizing * * * productism. Isn't his spirit worthy of our praise and study? Mao Zedong's In Memory of Bethune will give us a clear answer.

Following this clue will arouse students' thinking and interest, and pave the way for solving learning difficulties and understanding political terms in the future.

Overall perception, clear thinking.

Read at different levels, so that students can perceive the article step by step.

Step 1: Listen and read. Show the requirements of listening and reading on the big screen: feel the feelings in the text and understand the words. After that, the teacher emphasized the key words of this article through big screen detection, mainly four words. This part embodies the double-base teaching.

Step 2: Read by yourself, show the requirements of reading by yourself, read aloud and outline important sentences. At the same time, the teacher prompted the question: Is the author writing this article just to commemorate it? Find out the sentences in the text that show the author's purpose or point of view.

The third step, speed reading, summarizes the main contents of the article and extracts several viewpoints in the article. Let the students clear their minds and answer the questions.

An inquiry into the problem.

Question 1. What is the main expression of the full text?

The concept and three elements of argumentative writing come from the expression of arguments;

Argumentative writing is a style that analyzes things, clarifies the author's views and opinions, and takes discussion as the main expression. It must have three elements: argument, argument and argument.

Question 2. What are arguments, arguments and arguments?

Explain the relationship among them vividly in the form of geometric proof questions.

Question 3. What is the argument of this article?

Connect the argument knowledge, show it, and combine the key sentences found by the students to let the students judge the central argument and sub-arguments of this article. According to the students' answers, the teacher introduced that the spirit of * * * productism is the highest ideal of a * * * party member, and all its actions are made in order to realize * * * productism. For this reason, Bethune could give up the boundaries of national homeland and help the anti-Japanese movement led by the China Production Party. Solve students' difficulties in understanding.

Question 4. Why did the author come to such a conclusion? Find the basis from the text. Connecting argument knowledge. Look at the central argument first and find two paragraphs as the basis. Show two paragraphs on the big screen and let the students judge their expressions. Understand the function of two paragraphs in the text through discussion, guide students to learn argumentation, and distinguish factual argumentation from rational argumentation. After clarifying the knowledge points of arguments, students practice and find out the arguments of three sub-arguments in the text.

Question 5. When using argument, it is necessary to emphasize some methods. It is not enough just to know the argument. At this point, students have made their arguments clear, understood the relationship between arguments and arguments, and introduced the method of proving arguments with arguments, that is, the argumentation method, based on the situation. There are four demonstration methods for big screen demonstration: truth demonstration, fact demonstration, contrast demonstration and metaphor demonstration. Methods The teacher introduced orally, let the students judge the words used in the text and complete the form on the big screen. What are the advantages of comparative argument?

Taste language:

Ask the students to find out the most appreciated sentences in the article and tell their wonderful points.

On the basis of students' analysis, teachers extract key sentences and enjoy them in the whole class:

First, I know how to read aloud, read the momentum of parallelism sentences and explain the reasons. This sentence applies the parallelism sentence of "just one person", reaffirms the spirit of Bethune from five angles: personality, quality, cultivation, interest and meaning of life, and highlights the significance of "commemoration". Sentences are short and long, meaningful and magnificent, just like a hymn, which gives people great feelings.

Demonstrate exercises on the big screen and emphasize recitation.

Experience reflection:

Students summed up the gains in the learning process of this article, and once again reviewed the concrete embodiment of Bethune's productive spirit: unselfishness, extreme responsibility for work, perfect technology and extreme enthusiasm for comrades. We have just experienced the 74th National Day of Shame "Nine?" 18 ",this year happens to be the 60th anniversary of War of Resistance against Japanese Aggression's victory, which leads students to discuss with practice: What can we learn from Bethune?

Inquiry assignment:

Franklin, an American scientist, once famously said, "An empty bag cannot stand straight".

(1) This famous saying not only illustrates a life phenomenon, but also contains profound truth. Please tell me this fact:

(2) Please cite a factual argument that can prove this truth.

The reason for designing this assignment is that it is easier for our students to extract ideas and quote relevant examples. After studying several argumentative essays, students are required to write a short essay with clear arguments, full and true arguments and appropriate arguments.

Design reflection.

In teaching, we should not only pay attention to the guidance of teachers, but also give students full autonomy. Through the above study, our student union team has a preliminary understanding of the paper. One of the original intentions of choosing this course is to educate students and guide them to reflect on their words and deeds in daily life. I think this goal can be achieved after reflection.

This paper is argumentative and rigorous in style. How to break through rigor and strong logic and make students learn argumentative essays more easily and interestingly is the most considered place in courseware design and teaching.

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Explanatory genre

Draft lecture on Chinese stone arch bridge

First of all, talk about textbooks.

"Chinese Stone Arch Bridge" is selected from the third unit of the first volume of the eighth grade Chinese in the compulsory education curriculum standard experimental textbook published by People's Education Press. This paper introduces the characteristics of China's stone arch bridge with a long history, beautiful shape and solid structure, explains the rapid development of China's bridge industry, and shows the diligence, courage and outstanding wisdom of our working people.

Teaching emphasis: 1, to guide students to master the characteristics of stone arch bridges and grasp the methods of grasping the characteristics to explain things; 2. Taste the accuracy and rigor of language.

Difficulties in teaching: Explain the Chinese stone arch bridge with the focus on Zhao Zhouqiao and Lugou Bridge, and understand the author's explanation.

The preface discusses the author's interpretation skills.

Second, talk about education and teaching ideas

According to the new curriculum standards, the guiding ideology of Chinese teaching is to comprehensively improve students' Chinese ability and literacy, cultivate students' sense of language, develop students' thinking and innovative spirit, develop students' good habits of learning Chinese, and lay a Chinese foundation for every student's lifelong study, life and development.

Therefore, the teaching philosophy I follow in this course is:

1, effectively improve students' Chinese literacy.

2. It helps students to learn actively and vividly;

3. Pay attention to cultivating students' innovative spirit.

4. Teacher-student interaction promotes teaching.

Third, talk about teaching objectives.

According to the teaching content and the actual situation of students, the teaching objectives of this course are determined as follows:

1. Knowledge goal: ① Accumulate words such as "majestic, broken, simple, admirable, vivid and ingenious" and master the pronunciation and meaning. ② Understand the great achievements of bridge construction in China and master the characteristics of stone arch bridges.

2. Ability goal: ① Understand the explanatory object, grasp the characteristics of the object, perceive the article as a whole, and cultivate the ability to read and explain the article initially. Grasp the order of interpretation, explore the author's interpretation skills, understand the author's way of thinking about things, and cultivate students' generalization ability. (3) Try to figure out the language and grasp the characteristics of accurate and thorough explanation of the language.

3. Moral education goal: to understand the brilliant achievements of bridge construction in China, and to stimulate students' pride in the motherland culture and their love for smart and hardworking working people.

Fourth, talk about teaching methods.

First of all, the integration of information technology and course teaching is realized by multimedia. Giving full play to the advantages of multimedia in teaching and mobilizing the most suitable teaching resources can increase teaching capacity, create teaching scenarios, inspire students' thinking ability, mobilize students' enthusiasm and initiative in learning, and let students enjoy and love learning.

Students' independent reading is combined with teachers' guidance. Let students read and think for themselves, and under the guidance of teachers, turn boring into vivid, silent into smart, and improve the classroom teaching efficiency of expository writing. Guide students to learn independently, let them enter the process of actively exploring knowledge, cultivate their autonomous learning ability, and realize autonomous learning in the process of learning to learn. This lesson emphasizes the ability of thinking and speaking on the premise of stimulating students' interest in learning. Under the guidance of teachers, cultivate innovative ability, develop intelligence and improve comprehensive quality.

Discussion method: Discussion method is the embodiment of democratic ideas in classroom teaching, which is conducive to stimulating students to actively participate in teaching and cultivating students' ability to comment and debate. Through discussion, students can cooperate with each other, dare to question and constantly improve their thinking ability, which is conducive to the development of students' intelligence.

Five, said the teaching steps

Import. Before class, ask the students to discuss which bridges they have seen, and demonstrate Zhao Zhouqiao clips by video.

The author introduced. First of all, it is necessary to introduce the author to students properly, but the content should be accurate and focused, which is conducive to increasing students' literary knowledge.

Comparative reading. Then, the teacher distributes materials, such as "Lotus" and "Lotus". After reading, students can feel their differences. As long as students can speak one or two points, they can talk about their reading feelings. These two articles are also about lotus flowers. But Lotus Love is a narrative, both lyrical and argumentative. Narrating the process of lotus appreciation, the description and experience of lotus is very hierarchical, first write lotus style, then write lotus. The article "Lotus" introduces the ornamental value, edible value and medicinal value of lotus. Highlight fresh lotus root and lotus seed, and abbreviate lotus stalk, lotus, lotus heart and lotus beard. The full text is easy to understand and informative, and it is an expository article. Stylistic features of teacher profiles. Explanatory writing is a style that objectively explains things, with the purpose of giving people knowledge: or explaining the state, nature and function of things, or clarifying things. Explaining the characteristics of things and clarifying things are two types of expository writing.

Read aloud. Reading aloud is an essential process of learning Chinese, which can help students master the meaning of the text. Teachers use multimedia to show video music to read aloud, then use multimedia to show the words that need to be accumulated, and then let students fill in, which not only checks preview, but also facilitates students to understand the meaning of the text.

Understand the description object. It is the ability goal of this paper to train students to know the object and master its characteristics. Show the problems in this lesson with multimedia. Students will be eager to think after accepting the question. In this session, let each group discuss in groups, come up with the answer, and answer first. Teachers guide students to think, inspire students to think from different angles, solve problems through mutual discussion, and organize students to learn and solve problems independently. This is an important way for middle school students to learn knowledge and form innovative ability. After the students answer, give the standard answers and pictures to help students understand.