Chinese lecture manuscript 1 1, oral teaching materials.
The Golden Hook is selected from Unit 3, Lesson 15, Volume I, Grade Five. This is a narrative, telling a touching story on the way to the Long March. When the Red Army marched across the grassland, an old monitor accepted the task assigned by the Party and took care of three sick patients wholeheartedly. The old monitor died when he was about to walk out of the grassland. Through this touching story, I praised the noble quality of the old monitor, his loyalty to the revolution, his loyalty to the party and his spirit of self-sacrifice.
Second, talk about teaching objectives.
According to the requirements of the new classroom standard, combined with the characteristics of teaching materials and students' knowledge, learning situation and intelligence level, around the touching deeds of the old squad leader, and closely following the lofty quality of "the old squad leader is loyal to the revolution, loyal to the party and self-sacrifice", this course is designed as two classes. Now I mainly talk about the goals and difficulties of the second classroom.
< 1 >, learning objectives:
1, understand the main content of the article;
2. Grasp the keywords describing the appearance, language and movements of the old squad leader, and experience the spirit of loyalty to the revolution, loyalty to the party and self-sacrifice;
You can understand the "golden fishhook" in your own words. Learn from the noble qualities of Red Army soldiers, such as unity and friendship, taking care of the overall situation and being brave in dedication.
Second, the focus of learning: through the appearance, language, movements and other keywords of the old squad leader, we can understand the spiritual quality of the old squad leader's loyalty to the revolution, loyalty to the party and self-sacrifice.
Difficulties in learning: You can understand the "golden fishhook" in your own words. Learn from the noble qualities of Red Army soldiers, such as unity and friendship, taking care of the overall situation and being brave in dedication. I feel that today's happy life is hard to come by.
Third, talk about teaching methods and learning methods.
According to the new concept of quality education and the new concept of Chinese curriculum standard, fully considering the position of this course in the teaching materials and the actual situation of students, integrating the three-dimensional goals of knowledge and ability, process and method, emotional attitude and values, and combining the learning plan guidance mode in this area, I adopted the teaching method of reading guidance, autonomy, cooperation and inquiry. Let students fully respect students' personalities through self-study, since the enlightenment and cooperative learning, and let students collide with each other to realize the spiritual quality of revolutionary martyrs in those years and the hard-won happy life today.
Students use the methods of "reading" (finding and asking questions)-"thinking"-"discussing and solving problems"-and rereading to ponder and understand the feelings of the article.
Fourth, talk about the teaching process.
This paper mainly talks about the teaching program design of the second classroom.
< 1 > review the introduction and get to the point.
1, read the topic together, continue to study, browse the text quickly and review the main contents.
2. What touching things did this article mainly write about the old monitor? Let's get to the point here.
ののののののの, the emphasis is on appreciation.
1, I designed to explore heaven: (1) Tick the sentences with "-"and mark your feelings; (2) Read the most deeply felt sentences with your own experience;
(3) Exchange your experience in the group.
2. Take the group as a unit, fully respect the students' personalities, and let them touch the sparks and experience the true feelings in the group.
The whole class reported the exchange. In order to let the students be there, I designed a touching video clip when I reported the link of "touching wild vegetables, fishing at night is difficult". In order to make the students fall in love at once, I realized that it is not easy for the old monitor to find food. I designed a touching piece of music in the clip "Dead Fish Soup". Once again, through students' reading, my feelings have been sublimated, and students have been further educated, so that they can truly appreciate the noble quality of the old monitor and realize that today's happy life is hard-won.
4. Expand and extend: What other heroic stories of revolutionary martyrs do you know? The purpose is to let students collect information, inherit and carry forward the fine traditions of the older generation of revolutionary martyrs, experience and cherish today's happy life and create tomorrow's glory.
Five, storytelling practice. Ask the students as narrators to introduce the story of the golden hook to the visitors. Pay attention to the following points when practicing:
(1) narrative adopts flashback method. For reference, my friend, this is a fishhook covered with red rust and an extraordinary fishhook. It was this ordinary fishhook that saved the lives of three young Red Army soldiers. It is this fishhook covered with red rust that once contained a touching story. ...
(2) The retelling should be clear, and the origin of the hook and the story surrounding it should be made clear.
(3) Pay attention to the touching scenes of words and reflect the thoughts and feelings of characters.
Distribution of intransitive verbs
Collect stories and pictures on the theme of the Long March, copy them or stick them on stationery and bind them into volumes, circulate them in the class first, and then put them in the library.
Chinese lecture manuscript 2 1. Understanding and analysis of teaching materials
1, the position of this course in teaching materials and new curriculum standards
"The Death of Yang Xiu" is a self-reading text of Unit 5 in the first volume of Grade 9 of People's Education Press. From the Romance of the Three Kingdoms, the seventy-second time: "Zhuge Liang outwitted Hanzhong, while Cao Aman retreated from Xiegu". This paper describes the last stage of the Wei, Shu and Han wars and the situation before Cao's army retreated. This paper launches the conflict between Cao Cao and Yang Xiu from different sides, and vividly depicts the characters.
The fifth unit is the ancient vernacular novel unit, and the selected articles are all classic novels. From the design intent, it is definitely not just to let students know what is involved in the article. Instead, let students "know the whole leopard from a glimpse", cultivate students' ability to read the essence of classical culture and stimulate students' interest in reading. The teaching focus of this unit is "to grasp the personality characteristics of the characters through their statements and specific environment."
"Chinese Curriculum Standard" points out: "Appreciating literary works can make you gain my own emotional experience and get a preliminary understanding of the connotation of the works, so as to gain beneficial enlightenment to nature, society and life. I can make my own evaluation of the ideological tendency of the works in connection with the cultural background; I can tell my experience to the touching scenes and images in my works. "
2. The connection between the knowledge points in this lesson and the knowledge points before and after.
The Death of Yang Xiu is an ancient vernacular novel, with strong classical Chinese color in language expression and strong artistic appeal in content. The classical taste of language is not the focus of this lesson, so I won't go into details here. As far as the novel reading class is concerned, it is a basic mode of novel reading to ask students to sort out the plot and summarize the content on the basis of understanding the background. This class will also adopt this method. This is not only the consolidation of the novel reading methods learned earlier, but also the extension of novel reading teaching in the future.
3. Handling of teaching materials
As a masterpiece, The Death of Yang Xiu has been selected as a middle school Chinese textbook for a long time. When learning this old text, how can I be a little innovative and a little Protestant? I listed some immature attempts.
Because this is a self-reading text, students are required to fully preview many classical Chinese sentences in the text in the morning reading class. Through group cooperation and communication, teachers who don't understand words and expressions will not participate in the classroom. Almost all the time is spent on understanding, analyzing and exploring the articles, so as to give full play to students' dominant position.
As for grasping the content of novels, the Chinese curriculum standard clearly points out: "Reading is a personalized list of students, and teachers' analysis should not replace students' reading practice, but should cherish students' unique feelings, experiences and understanding. "The students have a strong interest in art novels, especially the debate about the death of Yang Xiuzhi and the grasp of the characters in this class. Students often have some unique and personalized opinions. Before class, the teacher asked the students to prepare a pair of articles in combination with after-class exercises. This effectively promotes students' understanding of the fun of Chinese classroom learning. Therefore, the main task of teachers is to actively play the role of "director", flexibly explore the content of teaching materials, set up classroom plots, let students discuss valuable issues in depth, and let students really change from passive recipients to active learners.
Regarding the arrangement of teaching links, should we summarize the characters of Cao Cao and Yang Xiu before discussing the cause of death of Yang Xiu, or discuss the cause of death of Yang Xiu before summarizing the characters of Cao Cao and Yang Xiu? My consideration is that on the basis of fully discussing the cause of Yang Xiu's death, it is more in line with students' cognitive habits to let students extract characters. If the image is summarized first, students will not easily form different opinions when discussing the cause of death.
In fact, the result of the expansion and transfer is to hope that students can get some enlightenment from Yang Xiu's death, so as to form correct values and a positive attitude towards life. Paying attention to the correct guidance of students' emotions, attitudes and values is also an important content of Chinese teaching.
Second, goal setting.
1. Based on the above analysis, the teaching objectives of this lesson are set as follows:
Knowledge and ability objectives:
(1) Clear the context of the article and briefly summarize the main points of the event.
② I can use my own language to analyze and summarize the characters of Cao Cao and Yang Xiu from many angles.
Process and method objectives:
(1) Learn how to describe characters' personality characteristics through conflicts.
② Explore the cause of Yang Xiu's death, and cultivate students' ability to collect, summarize and organize information and express their opinions orally.
Emotion, attitude and values: Feel the richness of China's classical novels, stimulate students' interest in reading classical novels, and thus love the traditional culture of the motherland.
2. Establishment and basis of key points and difficulties
In the part of "Understanding and Analysis of Textbooks", it is mentioned that "on the basis of understanding the background, through combing the plot and summarizing the content, the personality characteristics of the characters are summarized". "Students often have some personalized and unique opinions about the debate about the death of Yang Xiu and the grasp of the characters." Therefore, the focus of this lesson is as follows:
(1) Clear the context of the article and briefly summarize the main points of the event.
② I can use my own language to analyze and summarize the characters of Cao Cao and Yang Xiu from many angles.
The teaching difficulties are determined as follows:
Explore the cause of Yang Xiu's death, and cultivate students' ability to collect, summarize and organize information and express their opinions orally.
Third, the design of learning methods.
1, students' existing knowledge base
Students have been exposed to novels in Grade One and Grade Two and studied in Unit Three of this book. They have a certain reading ability. Through the guidance and inspiration of the teacher, we should be able to sum up the personality characteristics of the characters on the basis of understanding the background of the novel, combing the plot and summarizing the content.
2. Obstacles for students to learn new knowledge
The lack of accumulation of classical literary masterpieces and the lack of understanding of the background of the Three Kingdoms era embodied in novels are a major obstacle to learning this lesson. Especially when discussing Yang Xiu's death and summarizing the characters, students often confine themselves to the text or have a superficial understanding of the article.
3. The methods that students should adopt in learning this lesson.
Students fully preview after-class exercises before class, master the main content of the novel, have their own understanding of Yang Xiu's death, and lay the foundation for class discussion. Through students' active participation and cooperative exploration in the classroom, students express their views on the problem, supplemented by teachers' timely guidance. Let students accept knowledge faster and better and cultivate their abilities.
Fourthly, the design of teaching methods.
1, teaching ideas and teaching link arrangement
Introduction-Read the text for the first time (grasp the plot)-Read the text again (discuss the cause of death)
-Study the text (summarize the images)-Carry out the migration-Homework
2. Key and difficult breakthrough methods
(1) Questioning to stimulate interest method, teachers fully tap the content of teaching materials, set up classroom plots, and let students explore deeply around valuable issues.
(2) guidance and counseling. When discussing the cause of Yang Xiu's death, students may not talk deeply enough, so teachers need timely guidance and guidance.
3. Design of lead-in and transition
Introduced by the opening words of Romance of the Three Kingdoms (Rolling the Yangtze River to the East in Song Dynasty), it entered the situation.
The country of each teaching link will naturally transition according to the content of the upper and lower links, or be confused or summarized.
4, the use of teaching AIDS
The reason why multimedia courseware is used in this course is that multimedia teaching is vivid and intuitive, and the selection of pictures and sounds can better stimulate students' reading interest, improve students' attention in class, and let students enter the classroom situation faster and better; Second, the teaching links and contents are clear and easy to master.
Five, homework design
1, work design goals and intentions
(1) Write a paragraph with "Thinking from the death of Yang Xiuzhi" and talk about your understanding. About 200 words.
(2) (Optional) The image of Cao Cao in history is different from that in The Romance of the Three Kingdoms. Combined with what I have learned, write a paragraph on Cao Cao in my eyes. About 200 words.
Homework 1, students have made some discussions in class, so they should think deeply and form written materials, which will touch students even more.
Homework 2: For those students who have spare time to study, through the comparison between the official history and the image of Cao Cao in the novel, we can better understand the tendency of "supporting Liu and opposing Cao" in the novel Romance of the Three Kingdoms.
2. Difficulty gradient and pertinence
Homework 1 is relatively easy, and students have something to say.
Homework 2 requires students to have a certain reading accumulation, have their own thinking and opinions on the problem, which is challenging.
Teaching objectives of Chinese lecture 3:
1. Understand the content of the text and feel the true feelings of the world.
2. Read the text with emotion and feel the beauty of language, artistic conception and characters in fairy tales.
3. Continue to make up stories to cultivate students' imagination.
Teaching focus:
Read the text with emotion and feel the true feelings of the world.
Teaching difficulties:
Understand the emotions expressed in fairy tales by reading key words.
Teaching tools:
courseware
Teaching process:
First, to stimulate interest, into the classroom
1, the teacher showed pictures of heavy snow, which the students enjoyed and talked about their feelings.
(class! Hello, classmates! Before class, the teacher wants to share a picture with you. Students, what season is it? Do you like winter? What interesting activities are there in winter? )
2. Students can answer freely.
Yes, everyone likes this world of powder and jade. Look at the snowman made by the children. Look, how happy they are in the snow! )
3. Teacher: Children, are you looking forward to the snow soon? What a beautiful performance! Today, the teacher will bring you a fairy tale "Snow Girl" that happened in the ice and snow. (blackboard writing topic)
Second, review new words and texts.
The teacher shows the new words, calls the students to read aloud, and makes sentences with their favorite words.
The lips are shining, and the corolla nightingale disappears without a trace
Melancholy and joy, banyan trees are like prosperity.
(First, the teacher will test everyone's mastery of new words. Please read the words you know aloud! Who can choose one of your favorite words to say a sentence? )
Third, review the text and perceive the text as a whole.
1, browse the text. Answer the questions on the big screen.
Do you think Snow Girl is beautiful? Why? How does the article describe Snow Girl?
2. Name the students to answer.
Please read it and read out your love for Miss Snow White. )
3. Ask the students to say sentences describing Snow White's appearance, and pay attention to the beauty of Snow White. Are you satisfied with his reading? Do you want to challenge him? )
The sweet smile shows that Snow White must be a cheerful and generous child. )
Read the sentence that Ivan and his wife and children love Snow White.
Students, not only you like Snow White, but also Mr. and Mrs. Ivan and the children like her very much. What words can be seen from it? Read the natural passage of text 2-4 silently and underline the sentence that Ivan, his wife and children love Snow White. )
Fourth, read the text intensively and taste its meaning.
If only Snow White could stay with everyone all the time! But as the weather gets warmer, Snow White's mood gets worse. Why? )
Read the painful sentence when Snow White left.
1. Let the students read paragraphs 5-9 and underline the sentences describing Snow Girl.
Snow White sat at the window, looking more and more worried.
Snow girl looks very blue. What is she thinking? )
(Instruct to read aloud, and read Snow Girl's feeling of concentration. )
Snow White is even sadder. She always leaves her friends and hides in a cold corner without sunshine, like a timid little flower under a big banyan tree.
Winter has gone and spring has come, and the last remnant snow in winter has melted. Spring is full of vitality everywhere, but Snow White is not happy and even hides! It can be seen that her condition is getting worse. )
Snow White went reluctantly. Suddenly, there was a sigh from behind.
Why doesn't Snow Girl want to go out with her friends? Since I can't bear to leave, why did I finally leave? What kind of ambivalence can be seen from here? )
2, model reading, group reading. I read Snow White's memory of us and her pain when she left.
3. Read the sentences that everyone loves and cares about Snow Girl.
(However, everyone loves and cares about her. What sentence can you say? )
"What's the matter with you, dear child?" Marusha lovingly picked up Snow White. "Are you uncomfortable? Why are you unhappy? "
Read this sentence by imitating someone who cares about you. )
Although Snow White's words are simple, they hide a lot of feelings. Think about it: Why didn't Snow White tell her mother the secret? )
What a pure and kind girl, I hope others don't worry, and I feel very painful inside, so I can only try to pretend to be plain. )
Friends invited Snow White to pick strawberries and flowers.
The more people treat Snow White like this, the more painful Snow White will be. At last Snow White melted. How's everyone feeling? )
4. Experience the loss of Snow White.
Read it all at once, by name. Imitate the tone of mom and dad and experience Marusha's painful mood. )
Fifth, appreciate the text and sublimate the emotion.
Activity: Mom and Dad, I want to tell you.
Read the last paragraph of the text. Children, what would Snow White do if she knew that everyone was looking for her? Suppose you are Snow White, what do you want to say to your parents and children? )
Sixth, the class summary
Through the study just now, we realized the love of the Ewan couple and the children for Snow White and Snow White's attachment to the world. These are all human feelings that money can't buy.
Seven, happy homework to consolidate knowledge
Expand your imagination and continue to write stories.
1, winter is here, and Snow Girl is back. ……
Everyone shouted, "Snow Girl, where are you?"