Thunderstorm, written by playwright Cao Yu, shows a great tragedy of life and is a cruel trick of fate on people. The following is the speech of "Thunderstorm" which I brought to you in senior high school. I hope I can help you!

First of all, talk about textbooks.

Cao Yu's drama Thunderstorm is the first text in Unit 4 of Book 4 of Chinese in senior high school. This unit is the first drama unit in high school. By studying this unit, students will understand the common sense of drama, cultivate the sense of drama, interpret famous dramas and get involved in the grand knowledge of drama.

Thunderstorm is one of the most successful works in China's modern drama. With outstanding artistic talent, the author profoundly depicts the inevitable collapse of the old system and strongly exposes and criticizes the declining and dying class. And this article ranks first in the unit. Learning this article well will play a good guiding role in the study of this unit.

Thunderstorm is a four-act drama, and the second act is selected in the textbook. Thunderstorm is also a work with exquisite artistic structure, and dramatic conflicts are very concentrated. It is fully reflected in the second act of the play, which will be the focus of our study in this class.

By studying this unit, students will understand the common sense of drama, cultivate the sense of drama, interpret famous dramas and get involved in the grand knowledge of drama. Thunderstorm is the representative work of China's modern and contemporary dramas. And this article ranks first in the unit. Learning this article with an open mind and modern education mode will have a good guiding role for the unit.

Thunderstorm is the first lesson of modern and contemporary drama unit, which belongs to the teaching of reading text in class. In view of the requirements of the syllabus for this course in three aspects: drama conflict, drama characters and drama language, I have determined the teaching objectives of this course as follows:

Knowledge goal: to know the common sense of drama, the author and the outline of the work. Into the work, into the master. Learn to appreciate and interpret drama.

Ability goal: 1. Try to interpret the classic texts in the network environment, and fully highlight the status of students in the classroom.

2. Learn to query, analyze, identify, screen, sort out, accumulate and use information with the help of modern information technology. Finally, the interaction between network and students, students and teachers, students and students will be realized, and the concept of seamless integration of information technology and curriculum will run through the whole process of classroom teaching.

Emotional goal: pay attention to the contradiction between human emotion and living environment and cultivate humanistic feelings.

Second, talk about the difficulties in teaching.

According to the teaching objectives and the characteristics of teaching materials, I plan to teach Thunderstorm in three classes. I found the following teaching difficulties.

Focus: How to use the network environment to interpret and grasp the classic works.

Difficulties: Exploring the emotions and personalities of Zhou Puyuan and Lu Shiping with humanistic consciousness.

Third, oral teaching methods

The teaching of Thunderstorm is an enlightenment course of drama appreciation, which plays a leading and exemplary role in future drama teaching. We should not only teach students to appreciate the text, but also guide them to learn to appreciate it. The guiding ideology of this course: teacher-oriented, student-centered, reading, guidance and discussion as the main line, to cultivate students' reading and appreciation ability.

1, reading aloud, guiding students to read the text in different roles according to their common sense of drama and their understanding of the author, works and related background. , to preliminary interpretation of Zhou Puyuan and Lu Shiping these two characters.

2. Pointing, aiming at the knowledge obstacles, psychological obstacles and thinking obstacles existing in students' learning process, inspires students to use their brains, think and learn by making the finishing point and troubleshooting, and finds ways and methods to solve problems, so as to master knowledge and develop their abilities.

Fourth, the methods of speaking and learning

1, to guide students to use network resources to understand drama common sense, authors, works, relevant background, etc.

2. Integrate students' free query results in a network interactive way.

3. Thoroughly study the text and discuss the teaching difficulties by real-time online discussion.

4, expand the classroom, combined with the text for a variety of research-based learning.

Fifth, talk about the teaching process.

(1) import. Stimulate emotions and create an atmosphere. (about 3 minutes)

At the beginning of the class, I will show the ending clip of the movie Thunderstorm. Render emotions and create an atmosphere with strong tragic colors and strong visual impact. Stimulate students' interest in reading.

Later, I pointed out that 70 years ago today, when Mr. Cao Yu was only 23 years old in Tsinghua University, he left us such a tragic ending and a sigh with his four-act play Thunderstorm. After fantasy, longing, struggle, howling. On the night of a thunderstorm, three young people who love and hate each other and live a hot life embarked on the road of no return at the same time. Thunderstorm, except the silence and darkness of life destruction. How many mysteries can they tell us about people and human nature today?

Then, together with the students, I approached as an equal interrogator. China Shakespeare? Master of drama, walk into the thunderstorm.

(2), resource collection and integration analysis (about 13 minutes)

1, ask questions, ask questions.

I use empathy. Students actively and independently put forward learning tasks for themselves. That is to say, suppose students are teachers, when they first come into contact with drama as a literary form, and when they teach the first lesson of drama unit, Thunderstorm. What will they let the students know first? Ask each student to design a question and post it in the online discussion area.

2. Information collection and processing

(1) focus problem

Is to post the questions that the students just asked in the discussion area. Combing, screening, summarizing and refining two major problems.

First, common sense of drama (definition, classification, appreciation of script elements, etc. )

B introduction of Cao Yu, the plot introduction of Thunderstorm, and the creative background.

⑵ Resource search

The teacher divided all the students into two groups. Each group is responsible for one of the questions. After that, the teacher provides students with ways to answer questions.

? Collect information from texts and extracurricular materials

? Use the Internet, and use keywords to search websites with relevant information on the Internet. Visit one of the websites to collect relevant information.

In order to improve the efficiency of classroom teaching, teachers provide some reference websites and search engines for students.

In this process, students' division of labor and cooperation are fully reflected, so that each student has time and space to study. Enjoy the learning process and improve the ability of autonomous learning.

3. Exchanges, reports and discussions

Then, first, students are required to screen and sort out the information they have collected, and publish the integrated information on their own forums.

After that, the teacher asked some students to explain and show their achievements. During the period, the teacher gave an appropriate key explanation.

Then the teacher made a brief summary. It also supplements the character relationship diagram of Thunderstorm, so that students can grasp the complex character relationship of Thunderstorm more clearly. Prepare for the following teaching.

Four, in-depth study of the text and online real-time discussion (about 27 minutes)

1, after understanding the main points of the drama and roughly grasping Thunderstorm. Return to the text and achieve the purpose of interpreting drama through the study of the text. Cultivate students' ability to appreciate drama. I choose the first scene in the text excerpt, that is, the reunion of Zhou Puyuan and Lu Shiping after 30 years. As the focus of study.

2. Insert the fragment of this part of the movie Thunderstorm and ask questions.

A. What are the dramatic conflicts in this play? What is the most fascinating scene of this conflict?

B, analyze personality.

3. After watching the movie, students answer thinking question A by combining the movie with the textbook. ..

It is concluded that Lu Shiping's identity determines the conflict point of the play. After that, ask the students to answer the following questions orally in class.

(1) What was your attitude towards Lu before you knew him? Find the basis.

(2) The two started a dialogue around the incident that happened in Wuxi 30 years ago. During the whole conversation, Zhou Puyuan asked Lu Shiping's surname and identity several times? What psychological changes do these questions and actions show?

(3) How did Zhou's attitude towards Lu change and how did it show?

(Students give short oral answers)

4. On the basis of grasping drama conflict and drama characters' language. Secondly, teachers give full play to students' autonomy and right to free discussion. In this paper, Zhou Puyuan and Lu Shiping are deeply interpreted by using online forums.

(Teachers post discussion questions in online discussion forums)

1. Zhou Puyuan Ai Lushiping? Does he really miss Lu Shiping? What do you think of Zhou Puyuan?

B. What is Lu Shiping's attitude towards Zhou Puyuan and his 30-year emotional entanglement? What do you think of Lu Shiping?

Later, the teacher quoted Cao Yu as saying? I write about the disputes between the characters in the play with a feeling of compassion, and I sincerely hope that the people watching the play can also look down on this group of people on the ground with a compassionate eye. ? It is pointed out that Cao Yu views the characters in Thunderstorm from the perspective of compassion. Encourage and ask students to interpret the characters and themselves from their own perspective, from as many angles and directions as possible.

5. The discussion is over. Teachers choose wonderful ideas for collective appreciation and comments, thus deepening students' cognition.

Verb (abbreviation of verb) extracurricular research and development (about 3 minutes)

On the basis of classroom discussion, further extend the research scope and expand extracurricular research learning.

1, the teacher put forward a research proposition about thunderstorm and thunderstorm. Such as: a, the naming of Thunderstorm

B. The process of Cao Yu's creation of Thunderstorm

C. Zhou Ping's emotional entanglements with Fan Yi and Sifeng.

D, Zhou Puyuan and his three women

E. Comparison between Thunderstorm and Yuan Ye

2. Encourage and require each student to post a research topic in their own discussion area. And let them choose a more valuable proposition. As homework for extracurricular research study.

3. Ask students to record their grades in doc format after class. Send an email to the teacher's mailbox (gqxxxng3@ 163.net).

Ending of intransitive verbs

My conclusion is like this.

student One built by Mr. Cao Yu today? People's stage? Let's go We consciously, independently and equally feel and think in our own way, and enter Thunderstorm. Now leave the thunderstorm. In the network environment, the teacher hopes that everyone can interpret more famous works in the same way.

Seven, homework after class

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