2. Prepare the original text. 3. List words, vocabulary, grammar, rhetoric, allusions, cultural common sense, etc. You need to use this sentence to teach at the bottom of every sentence in the original text. If the text notes have been explained and you have no new materials and experience, you can mark them to remind yourself.
4. After the above work is completed, add modern Chinese translation in the next line. If you need to explain the general idea of the paragraph, you can write it at the end of the paragraph.
6. Finally, according to the needs, after explaining the text, you can also prepare some articles to analyze and summarize the knowledge points that need to be memorized, such as words, vocabulary, grammar, rhetoric, allusions and cultural common sense. Beginners should prepare lessons more carefully, and it can be easier if they are familiar with them.
In short, preparing lessons is a necessary preparation before class and a good way to prevent leaks. I wish you success!
2. How to teach classical Chinese?
First, make students familiar with the article, especially the sentences. Students translate the text according to their own reading experience, and mark the difficult keywords with the notes under the text. Discuss with classmates or ask questions to teachers in class. Teachers don't have to do all the work in class, students can exchange their own translations in class, and there are differences and problems between teachers and students, which eventually form a standardized and unified translation. Students should make a summary after class, which is the most important point in learning classical Chinese.
I think the summary of classical Chinese should be in the following aspects. 1: general knowledge of literature, author's name, time, place, comments and works. The purpose and background of writing this article. 2. Common words. 3. The word is polysemous. (This includes both notional words and function words) 4. Ancient and modern objections. 5. Special sentence patterns. (mainly inverted sentences, such as prepositional objects, attributive/adverbial postposition and so on. Plus some fixed structures. )
It's best to sum up the classical Chinese I learned before.
If students have a good foundation. Students can read more classical Chinese after class. Might as well read historical records. Boys should like to read biographies.
3. How should junior middle school Chinese teachers prepare lessons? I suggest you know how to teach first, that is, describe how you come to a good class.
I have the following points in preparing lessons:
1 Teaching objective: What do you want to achieve in this course?
2. Teaching difficulties: At the end of the course, there are problems, such as new words, quoting ancient poems and sentences, which students can't understand.
3. Teaching process: How do you plan to teach, how to introduce the text, how to show the material, how to interact with teachers and students, how to ask questions in class, how to discuss in groups, how to make students master, how to enhance their enthusiasm and how to sublimate the content.
4, homework, let students consolidate their knowledge and apply what they have learned.
In fact, you just need to remember how to teach this course well. Of course, the most critical issue is that you need to understand the text and the students.
4. How to prepare lessons for junior high school Chinese 1? Based on the development of students in the past, teaching is centered on imparting knowledge, so the focus of preparing lessons is often on acquiring knowledge and training skills.
In the classroom teaching of the new curriculum, I think the focus of preparing lessons should be shifted to the development of students. Teachers should not only consider what and how students should learn in class, but also consider what role such learning has on students' development, and always put students' needs first.
For example, whether the treatment of teaching materials can attract students to learn; Whether the design of questions can activate students' thinking; Whether the teaching method is conducive to students' active exploration: whether the teaching process leaves enough time and space for students' independent activities, etc. In short, we should take the development of students as the center, really think about the development of students in every step of preparing lessons, and think about serving the healthy growth of students, then our classroom teaching will return to the true nature of education and the essence of life development under the surge of true feelings.
Second, the new curriculum concept of reading and surpassing textbooks emphasizes that the teaching process is a process of teachers "teaching with textbooks" rather than a process of "teaching textbooks". This illustrates two problems. On the one hand, teachers are the comprehenders, participants and practitioners of teaching materials.
When preparing lessons, teachers should get into textbooks and have their own research, interpretation and thinking. Otherwise, if you blindly accept and copy, teachers will only act as "megaphones" of textbooks and "sellers" of knowledge. Without your own thinking, it is difficult to bring new ideas and profound meanings to the classroom. In the long run, teachers' thoughts will become rigid and students will get tired of learning.
On the other hand, teachers should jump out of textbooks and surpass them. "Textbooks are just an example" (Ye Shengtao).
Since this is an example, it shows that teaching materials are not the whole of teaching. Teachers should abandon the bookishness of using only textbooks, flexibly adapt the contents in textbooks that do not meet students' tastes or lag behind students' development, pay attention to the new trends of the times in time, absorb fresh materials in life, and arrange and integrate them into their own teaching in time. In short, when preparing lessons, teachers should not only get into the teaching materials to read and interpret, but also examine and surpass them on the basis of the teaching materials.
Only in this way can teachers give full play to the function of teaching materials and make students become the masters of teaching materials and get all-round development. Third, the flexible design of classroom teaching plan is the generation process of effective interaction between teachers and students.
Emphasizing the generative nature of classroom teaching does not mean that teachers and students should rigidly carry out teaching in the classroom, but requires teachers not only to design lesson plans when preparing lessons, but also to leave time and space for students to actively participate in the lesson plans, so as to create conditions for the dynamic generation of teaching. Teachers can set teaching goals, but the goals are not limited to cognition, but also involve other dimensions such as process and method, emotional attitude and values. The goal should be flexible, taking into account students' differences, and adhere to the principle of not capping the top and ensuring the bottom; Instructional design focuses on the whole process of relationship planning, where to start, how to advance, how to turn around and so on.
Compared with the previous teaching scheme of asking questions carefully, determining standard answers in advance, recording every sentence of the teacher in class and calculating the time required for each link of the teaching process, this design has left a lot of uncertainty and variability. It is this uncertainty and variability that makes teaching close to each student's reality and makes teachers and students actively interact and play a creative role.
5. What do junior middle school Chinese teachers prepare lessons —— Reflections on the implementation of the new curriculum
At present, the main forms of middle school students' learning at school are: under the guidance of teachers' organizations, they are divided into classes, divided into subjects, and studied on time and intensively. Classroom is the main position of teaching, and classroom teaching is the process of teachers' purposeful and planned activities to organize students to realize effective learning. Whether classroom teaching is efficient or not depends largely on whether teachers prepare lessons adequately.
At present, there are several misunderstandings in preparing lessons for junior middle school Chinese teachers:
Really analyze the characteristics of the article according to the students' reality; Either the relationship between lesson preparation and lesson plans is not handled well, and lesson preparation is just a matter of copying a lesson plan, just reading and executing it in class.
The second is to emphasize knowledge over process when preparing lessons. The purpose of teaching is to prepare for the exam. When preparing lessons, only search the knowledge that may be tested in the exam, and repeat training does not consider students' ability training, process guidance and emotional edification.
First, grasp the characteristics of the discipline as a whole and define the stage objectives.
The rich humanistic connotation of Chinese curriculum has a profound influence on students' spiritual field, and students' reactions to Chinese materials are often varied. Therefore, we should not only pay attention to the influence of Chinese, the value orientation of teaching content, but also respect the unique experience of students in the learning process.
The stage goal is to meet the requirements from four aspects: knowledge and writing, reading, writing and oral communication. The curriculum standard also puts forward the requirement of "all-round learning" to strengthen the connection between Chinese curriculum and other courses and life, and promote the overall improvement and coordinated development of Chinese literacy. Each volume and each unit has relatively concentrated requirements and key points, and teachers should grasp them as a whole when preparing lessons.
Second, tap the characteristics of the article and give full play to the characteristics of the examples.
The profound culture precipitated by thousands of years of civilization needs students to inherit, and we can only learn the most typical one in a short time, so we dig deep into the characteristics of each article and draw the essence from it.
For example, Ten Classics of Chinese, Tong Qu and The Analects published by Shandong Education Publishing House are standard experimental teaching materials for compulsory education courses.
Both of them are classical Chinese, accumulating words in classical Chinese, reciting texts and cultivating a sense of language in classical Chinese are the same requirements of classical Chinese in the new curriculum standard, but the difference between them is that Tong Qu mainly tells interesting stories about childhood, and the content is attached to the students' reality, and the language is easy to understand, with few important classical Chinese words. 《& lt； The Analects of Confucius
The ten rules focus on governance, with profound connotation, highly concise language and great changes in meaning from ancient times to the present. In view of the difference between them, the teaching emphasis and process design should also be different. The former should focus on understanding the content of the text, that is, understanding "interesting places", accumulating classical Chinese vocabulary and cultivating a sense of classical Chinese language in this process. The latter focuses on understanding and memorizing classical Chinese words, memorizing them by heart, and applying philosophy in combination with practical understanding. In the process of handling, students ask questions mainly, and teachers guide practical understanding as a supplement.
We comprehensively analyze the genre characteristics, language characteristics, ideological content and other aspects of the article to grasp the most distinctive features of this article. For example, different genres of articles have different styles. Writing landscape prose, generally using vivid language to describe extremely artistic images, tasting exquisite language, understanding the artistic conception of the scene, trying to figure out the author's thoughts, feelings and attitudes, and learning the skills of choosing words and making sentences are the main contents of learning, such as Spring; Narrative, especially novels, the characters' language conforms to the characters' personality characteristics, especially China's traditional novels. It is the main content of learning to taste the languages and actions of different characters and analyze and comment on the characters' images. The expression of popular science works strives to conform to the objective reality and the language is accurate and rigorous; On the strong logic, compact expression and discriminating power of works.
Third, in-depth investigation, fully understand the reality of students.
Student-centered classroom teaching is the main activity mode, which makes it possible for learners to carry out learning activities according to their actual needs and possibilities. Therefore, we must understand students in many ways and design for different students, at least different types of students.
Learning plans, learning contents, learning methods and learning progress that meet their needs. How much does the teacher know about the students? First, through reading books on pedagogy and psychology, or observing at ordinary times, analyze the similarities and differences of students of this age, such as psychological characteristics, understanding ability, hobbies and so on. Second, by asking students' parents, teachers, other students and students themselves or observing at ordinary times, we can understand students' personal learning foundation, learning interest and learning ability. Third, fully understand the students' grasp of the content to be studied: students' previous understanding and interest in this issue; What questions do the students have about this content now? What aspects of these contents are students interested in? Teachers can learn by talking alone and arranging previews for students to ask questions. This is what teachers should focus on when preparing lessons. Only by truly understanding the actual situation of students can we truly be targeted, teach students in accordance with their aptitude, and fully mobilize students' interest and initiative in learning.
Fourth, carefully design the teaching process and optimize the classroom structure.
Instructional design should be just a teaching idea. A teacher plans the learning process for students and takes the problem as the center. Teachers focus on problems when designing, discuss, explain and guide on the basis of problems, and then stimulate new problems, so that there will be room for teaching design and teachers and students will have the opportunity to explore independently and play freely in the classroom. At the same time, because teaching design is the pre-plan of teaching activities, the design centered on students' problems is more detailed, and the possible problems are estimated more fully, which helps teachers to adjust in time according to the classroom reality, which involves the integration of various teaching resources. Therefore, teaching design should leave more choices, be relatively macro, and be closely related to students' reality.
Finally, don't forget to write teaching reflection!
6. How do Chinese teachers prepare lessons in depth? The surname of the teaching and research section in Jiyuan City, Henan Province is Yu. Chinese teaching should be carried out according to the law of Chinese teaching and learning, focusing on language practice: stick to the text, try to figure out key sentences and taste the language; Read effectively, expand moderately and pay attention to the acquisition of language sense. Grasp the noumenon of language and writing, read and write in parallel, taste the rhythm of writing, chew the taste of writing, and let students get the wisdom of writing and the nourishment of humanistic spirit at the same time. This is the so-called "natural language". To emphasize "natural language" in Chinese teaching, we must first lay a good "background color". Prepare lessons in depth. First, prepare lessons in depth: teachers must adhere to three basic skills: first, the accuracy of teachers' grasp of learning situation; The other is the accuracy of the teacher reading the text carefully. That is to say, topics, keywords, sentence patterns, punctuation, sentence order and paragraph order can all be restored, replaced and compared, with Xiao Ming as the biggest. Taking Autumn in the Old Capital as an example, the title embodies the words. This article can be divided into several parts. How about changing the title to Autumn in Beiping and Autumn in the North? What attributives can be added before "Lu Hua", "Liu Ying", "Insect", "jathyapple" and "Bell" in the third paragraph? What are the meanings of these words? Can the order be reversed? Why did you write Autumn in the Old Capital first? The above questions point to the interpretation of the details of the text, whether novel or in-depth, which actually reflects the teacher's own discovery and creation, and is a hidden rule to measure the wisdom level and teaching effect of a Chinese teacher. The third point is that the teacher increases the thickness of the text, which is actually to read the text thicker. One is internal reading, that is, the teacher personally interprets the text with "strange eyes" as a reader; The second is external reading, in addition to teaching books, we should also look for relevant texts: the original text, the original text mentioned in the text, or the original text deleted from the text; Text-to-text, the original text where the text is located, and the text or book that is related, similar or similar to the text content; Hypertext refers to a series of texts and books related to texts, including texts with the same content, the same theme, the same author and the same writing method, including the relevant interpretation results of famous writers, including online texts. Interpretation from the perspective of history, philosophy and aesthetics can attract great attention. To have and integrate these achievements, we should pay attention to transforming our reading experience into text teaching strategies and accumulate them. Second, in-depth lesson preparation: teachers must thoroughly understand and accurately grasp the four keys to efficient teaching. Generally speaking, a good Chinese class should have the following four standards: accurate classroom orientation, clear and scientific thinking, effective teacher-student interaction and the achievement of core objectives. (1) The accurate classroom orientation is subject orientation first. We should have a sense of curriculum, define "language" and "text", and dig deep into the connotation of text and literature. What to teach is more important than how to teach. In other disciplines, the content of teaching materials is often the teaching content, while the content of Chinese teaching materials is only the teaching materials, and the generation and processing of teachers and students after in-depth reading is the teaching content. What to write is not the focus of teaching, but how to write and why to write like this. In other words, Chinese teaching should teach students a kind of verbal wisdom. How to process, process and transmit information. Text language is both carrier and noumenon, both form and content, which is the focus of Chinese teaching. We should not only oppose the "anti-textualization" of criticizing father for not obeying traffic rules, but also oppose the "pan-language culture" of simply expanding "love" such as "parent-child love", and more importantly, oppose the "sound and light bombardment" that does not really expose students to language and writing. To prevent Chinese lessons from being alienated into any non-Chinese lessons, such as moral education, politics, history, biology, art appreciation, thinking methods, etc. Whether it is a real Chinese class depends on whether it is closely related to the text and whether the sound of the book is loud. Secondly, it is the orientation of the class. According to different standards, it can be divided into different classes. According to the activity mode, it can be divided into oral class, reading class, composition class, comment class and activity class. From the perspective of reading teaching, there are teaching reading classes, reading classes, reading classes, scientific reading classes, independent reading classes, joint reading classes, aesthetic appreciation classes and so on. In language teaching, there are accumulation courses, application courses and analysis courses. In reading methods, there are reading aloud, silent reading, intensive reading, skimming, skipping and batch reading. Stylistically, there are narrative (writing characters, taking notes and writing scenes), explanatory, argumentative, poetry, practical and classical Chinese. The class type here mainly refers to stylistic features, such as narrative writing scenes or prose. What we should pay attention to is its stylistic features: flexibility (which is highly compatible with sentence patterns with various styles and tone sandhi), density (endless scenery and lyricism, aesthetic feeling of words and pearls) and materials (the quality of individual words or expressions that constitute or even determine the level of the whole article). The author's meticulous and elegant place naturally constitutes the focus of teaching. For example, in classical Chinese, the first concern is "writing". You can't focus on the text, take the political history class for example. It is best to "promote the text with words, express the meaning with words", read repeatedly, grasp key words to understand the text, take understanding words as the starting point, understand meaning, understand feelings, clarify ideas, understand rhythm, and finally read emotions to understand the text. Combining stylistic positioning with other classification criteria can make further accurate positioning. Make classroom teaching focused and distinctive. Secondly, it is goal-oriented. First, clarify an understanding: the three-dimensional goal of the new curriculum is actually not the teaching goal, but the curriculum goal, which represents the goal system composed of the overall goal of the curriculum and the goal of each class. Specific to the real teaching objectives of each class, we should comprehensively consider the objectives of each class, the characteristics of curriculum resources and the specific learning situation under the guidance of "three dimensions". Moreover, "three dimensions" are three dimensions of the same goal, not three goals, and cannot be artificially divided into three pieces for simple superposition. These three dimensions should also be emphasized in different classrooms, different texts and different classrooms. For example, "in the subject curriculum, it may be obviously reflected in the goal of knowledge or ability; In the comprehensive course, due to the comprehensiveness of the course content, it may be embodied as' two-dimensional' or' three-dimensional'; Comprehensive learning in subject courses pays more attention to the application of learned knowledge in situations, so it is more manifested as knowledge or ability and.
7. How to prepare lessons for junior high school Chinese? 1. The teaching purpose should be clear.
Teachers should have clear goals before preparing lessons or teaching. What will students do in this class? What kind of expected effect should be achieved? It is necessary to study teaching materials and determine the goals suitable for students in this class, such as emotional goals, knowledge goals, ability goals, quality goals, moral education goals, etc. Teachers can be determined according to the actual needs of teaching and the study of the teaching materials themselves. What needs to be emphasized is that the establishment of goals must be consistent with classroom teaching in order to be truly targeted.
2. The difficulties should be highlighted.
To determine the important and difficult points, first of all, teachers should carefully guess the editor's intention of arranging textbooks; Secondly, teachers are determined according to the learning requirements of articles with the same theme or genre in the standard; Thirdly, teachers should also determine according to their own understanding of teaching materials and students' existing knowledge level. All these are very important, and they are the key for teachers to successfully complete their teaching tasks and achieve good results.
3. The methods should be flexible and diverse.
A successful Chinese teacher should not only be good at using teaching methods, but also learn to create and summarize methods. There are many teaching methods, such as reading aloud, reading silently, reciting, retelling, trying to figure out, extracting, summarizing, decomposing, synthesizing, exploring, questioning method, questioning training and so on. Faced with so many teaching methods, how to choose flexibly? This mainly depends on the theme of the article, genre classroom organization and so on. For example, the application of prose, reading aloud, space-time expansion and other methods, narrative is the application of retelling and generalization. Of course, each article does not necessarily use one method, nor can it have a fixed teaching method, but teachers should determine the appropriate teaching method according to the theme, genre and teaching practice, and strive to achieve the best teaching effect.
4, the content of the design should be comprehensive.
Before class or teaching design, teachers should have a full understanding of the knowledge involved in the teaching materials, that is, prepare lessons solidly. Although each text is different because of different textbooks and teachers, it is not necessarily all told to students, and it is not necessarily all required for students to master. However, teachers must be familiar with what they don't say, and be scientific and predictable. They can't wait for students to ask questions or tell them why. Regarding "solidity", I think we should start from the following aspects:
First of all, we should design an analysis part, which is a demonstration made by the teacher for students to learn the text, so that the article can be condensed into a paragraph with many difficulties or knowledge points. This paragraph mainly trains students' appreciation, generalization, analysis and comprehensive ability. In addition, it is best to design questions about improving students' association and imagination ability, so as to improve students' analogical thinking ability and divergent thinking ability.
Secondly, we should design a comprehensive discussion part. The new curriculum teaching advocates autonomous participatory teaching, which mainly includes thinking and practice (thinking with the brain). In this small link, teachers can design three smaller links: question guidance, cooperative inquiry and paragraph reading (training). Among them, the design of question guidance is to introduce students into the article and let them master and understand the content of the article. Cooperative inquiry is to cultivate students' team spirit and mutual assistance and cooperation ability. Paragraph training is actually in-class reading training, in which teachers should pay attention to cultivating students' problem-solving skills.
Third, preview guidance before class is also very important. Preview is the first step for students to enter the learning role. Therefore, teachers should scientifically design preview guidance before classroom teaching, which can include data collection, word preview, text retelling and the design of guiding questions. Among them, the design of leading-in questions plays a vital role in classroom teaching, and some problems that are not difficult but easy to guide students to dig deeply should be designed.
Fourth, carry out outward bound training to enrich students' cultural vision. When preparing lessons, teachers can train students' association and imagination ability according to existing articles or writing materials. In addition, it can also guide and help students to collect materials related to what they have learned and broaden their knowledge horizons.
Fifth, scientific and reasonable homework design.
Based on the purpose of examining and cultivating students' thinking ability and practical ability, when designing homework, teachers should be close to textbooks, students and the reality of life, and design appropriate, scientific and effective homework, so as to correctly evaluate students' learning.
Finally, we should pay attention to the role of blackboard writing in teaching design. Writing on the blackboard is the summary and main line in teaching, through which students can grasp the article as a whole. Therefore, the design of blackboard writing must be scientific and reasonable, interesting and general, which can attract students' attention and smoothly guide students to deepen their understanding and memory of the text structure and important and difficult points.
8. What is the focus of the teacher's lesson preparation? Yang Xiong said: "Be good at what you do." Sun Tzu said, "Up-going and down-going" shows the importance of making plans. Preparing lessons is the "plan" of teaching activities. I think the focus of preparing lessons is in the following two aspects: preparing lessons for yourself includes tangible preparation and intangible preparation, and intangible preparation is preparing lessons for yourself, which is a higher level preparation. The intangible lesson preparation of Chinese teachers should include literary accomplishment, cultural vision and humanistic feelings. Compared with other subjects, Chinese teachers' intangible lesson preparation is of special significance, because Chinese teachers should not only "preach, teach and dispel doubts", but also give students more humanistic care, so that students can feel the beauty and happiness of life from Chinese learning, thus forming a sound personality and laying the foundation for their lifelong development.
Specifically, Chinese teachers should pay close attention to the trends and development trends of education and scientific research at home and abroad in time, learn the world's advanced educational concepts, study the laws of education and teaching, grasp the characteristics of students' physical and mental development, and learn certain management knowledge. It is necessary to form a rich, comprehensive and constantly updated professional knowledge structure, and have a certain understanding of knowledge outside the profession, so as to have a broad knowledge reserve and stand at the forefront of knowledge culture. To cultivate superb teaching art, there must be teaching methods that enable students to master knowledge and improve skills, and we must constantly sum up experience and rise to rational understanding. We should understand and make full use of our own advantages or specialties, such as performance, recitation, stick figure, even movements and expressions, to attract students and make ourselves popular with them. With the above reserves, teachers can have a well-thought-out plan, give full play to it in teaching, and not be stretched.
The lesson preparation teacher should have a comprehensive understanding of the textbooks used, at least have an overall grasp of the whole module, make clear the content arrangement of each unit, inspect the situation of a text, and thus determine its lesson preparation direction. For the text, teachers should first read the original text, that is, they should go into the text in person, study deeply, feel and experience personally, internalize the knowledge, culture, emotion and philosophy in the text, sort out the structure of rules and regulations, and get its essence. I read it without feeling, over and over again. Such original reading can ensure that teachers have their own personalized interpretation of the text. Then, teachers should refer to the relevant materials of staff, newspapers or the Internet extensively, broaden their horizons, learn from others' strengths, and adjust and enrich their understanding of the text in time. At this time, I walked into the text again, reread the text with a newer eye, and formed my own interpretation of the text again on this basis. In this way, teachers communicate with students with their unique, in-depth and vivid understanding of the text, thus naturally and effectively guiding students to the depths of the text.