Tisch
Teaching objectives:
Learn the life belief that Violet dares to pursue.
Appreciate the unique charm of Ji Bolun's prose.
Course schedule: 60 minutes
Preparation before class: Students collect and sort out information about the author.
Teaching process:
Introduce a new course
By recalling the foreign writers who studied in the sixth grade, this paper leads to the Lebanese writer Ji Bolun and his article "The Death of Violet" (the title of blackboard writing)
Introduction author:
Ask the students to share their knowledge about Ji Bolun in class and make it clear:
Ji Bolun is a Lebanese philosophical poet and an outstanding painter. Like Tagore, he is a pioneer of modern oriental literature. Love and beauty are the themes of Ji Bolun's works.
feel
1, students read the text by themselves and pay attention to the words they think they should master.
2. Master the key words collectively. (Pronunciation, explanation, sentence making)
Elegant, humble, compassionate, stand up and show off, die and shelter.
It's no use. It is safe and sound.
3. Read the text in groups according to roles, and pay attention to the mentality of different roles.
4. Let the students get up and read their favorite paragraphs and sentences, and pay attention to their emotions.
5. Students summarize the text in concise language.
A foolish and disobedient violet prayed for good luck to turn herself into a rose, but in the end she paid the price of her life for a glorious day.
Third, understanding
1, a preliminary understanding
Let the students talk about their understanding of the text.
2, in-depth understanding
In the introduction of Laughter and Tears, Ji Bolun said, "I died in pursuit of my ideal, and I don't want to be bored. I hope I have a desire for love and beauty in my heart. How did she integrate her life belief into the fable of' greedy violet', and what kind of' meaning of life' did dying violet reveal?
What did the violets described in the article look like in the past and how did they live?
Why do violets turn themselves into roses? What kind of lifestyle does she pursue?
What is the price of turning violets into roses? Why doesn't she feel sad and sorry, but a smile floats on her face (study violet's monologue)
3. Summary
We can make life vigorous and write a magnificent chapter, or we can be a paving stone, plain and silent. No matter what kind of life you choose, you can't live for life, just for life. Respect can also be established in ordinary posts.
Lofty ideals, and strive to realize their own life value.
appreciate
Guide students to discuss the article from three aspects: material selection, language and plot.
Clear:
Material selection: Different from ordinary literary works, the author tells the philosophy of life with fairy tales, and students can learn from this unique way of material selection when writing compositions in the future.
Plot: The first half of the article makes people feel that they are criticizing the vain violet, but at the end of the article, the pen front turns to praise the violet who pursues the vigorous value of life. The article is full of ups and downs and distinctive features. Students can learn from this kind of plot arrangement, which gives people an illusion at first, but then makes a 180 degree turn, giving people a feeling of "there is no road to doubt, and there is another village".
Language: the language of the article is vivid, the text is gorgeous and the metaphor is appropriate; Language is full of philosophy. (Guide students to analyze specific paragraphs)
Fourth, homework
Copy the philosophical sentences in the text to the transcript and try to memorize them.
extreme
Teaching objectives
1) Appreciate the mental journey of Violet and taste the gist.
2) Read the text with emotion.
3) Experience the performance characteristics of the article.
Key points:
Analyze the image of violet and taste the theme from its mental journey.
Methods: read instead of practice, and taste the connotation in full reading.
process
First, the introduction of passion:
If you make a choice at once, would you rather be a meteor in a lonely sky or a little star unknown as a firefly in medicine? (Students speak freely)
Your choice reflects the value and orientation of life. (Introduction to the theme)
Second, listen to the tape, find out the sentence that best represents the sound of violet in this article, and talk about your understanding of the original text.
Thirdly, for this pursuit, the fate of violet can be divided into three processes.
(a), at first, the word Roland's attitude towards life? (From the sentence in the text)
Why did it change later?
Thinking: What are the characteristics of the description of violets and roses? Read it with emotion.
Fourth, summarize the second stage of Violet's fate (persistent pursuit) in your own language.
What is other people's attitude towards the idea of violets? (Rose exhorts, nature threatens)
Let the students read this part with feelings and roles.
(Students comment on the reading of different roles)
Teacher's inspiration: What kind of psychological changes should we read?
Is there any hint at the end of the following article? Find out the relevant sentences. (experience the foreshadowing technique)
Finally, Violet realized her wish, and her fate entered the third stage. To sum it up.
What is the attitude of the onlookers at this end? What's Violet's attitude?
Read aloud Violet's mental journey with emotion, find out the most touching part of yourself, and write a comment to read to everyone.
(Not only exercised the reading ability, but also deepened the understanding of the article)
Sixth, in-depth analysis of the main idea.
1. Is the author's attitude towards violets positive or negative?
2. What do you think of the image of violet? Students are allowed to speak freely as long as there is evidence. Students' ideal education)
Seven, talk about the gains of learning this article:
Eight, strengthen the practice:
Teaching reflection
In an article, the author often expresses his feelings through images and art such as language, people, things and scenery. Therefore, I take the text as an example in teaching, so that students can analyze this feeling (a profound understanding) in order to achieve the purpose of training and cultivating emotional ability. Because I feel that students usually don't know enough about the living environment, have limited insight into life, have shallow life experience, and articles come from life, so if you want to understand articles in depth, you must have a comprehensive understanding of life, so I guide students to learn step by step, specifically following the three steps of "reading, thinking and tasting". After the implementation of these works, students can naturally have feelings for the works, and students will naturally actively participate in the works under the guidance of teachers. Through my original life experience, I have formed my own unique knowledge and understanding, and also formed my own new life experience, which is constantly maturing.
Students can penetrate their own emotional experience between the lines through continuous reading of works. Through active thinking activities, combined with one's own thoughts, feelings, life experiences and cultural attainments, we can get rid of the old and take the new, form a new value orientation, and complete the experience of reading process is actually a concrete-abstract-concrete change process. As the students said emotionally, "flowers, like people, will encounter all kinds of misfortunes." The river of life is endless. "These feelings of students come from their observation of life, and they are carefully observed. Of course, we can't collect materials purely objectively, but experience them personally, that is, cultivate and evaluate them, and integrate them into our deep feelings. With real emotional experience, we can feel great and extraordinary in trivial things. Just like a good article, only by touching yourself first can you touch others. In this class, many students use immature words to reveal their feelings about life and the flowing water of life. I am very happy.
In the usual teaching practice, I think students are not only interested in acquiring knowledge, but also interested in solving problems, especially the problems raised by students themselves. They are more willing to participate and more capable. So I told them how to ask questions, analyze and solve problems in the preparatory class, cultivate their questioning ability and meet their own experience needs. For example, in the process of reading, with a strong thirst for knowledge, students seek answers by themselves. Through their own reading experience, their reading potential is fully released, which plays a multiplier role. Through my own life experience, reading and intensive reading, I have expressed my views one after another. Therefore, students should be encouraged to find their own problems and seek their own answers through experience.
At the same time, we should also create personal experience and emotional environment for students. Emphasize "respect" for students' reading experience and cherish students' unique feelings. In this class, I didn't criticize any students, nor did I "guide them into learning" to induce them to estimate the preset answers. Of course, in the process of experiential teaching, I try my best to release students' thinking energy and fully publicize students' personal experience, but I can't forget the author's subjective experience in the works, blindly indulge students' unconstrained thoughts and let students develop the bad habit of not thinking. This course does have aspects that need to be improved in the future.
1, in order to complete the scheduled teaching tasks, students' reading often becomes a mere formality. "You have two minutes." There is no room for students to think in class, and students can only try to figure out the teacher's intentions. Where can I get my own unique feelings?
2. The classroom teaching order is not good.
It is good for students to move, but because of the conflict between students' different understandings, there is often a lot of noise and sound. If it is normal, it is likely to disrupt the whole teaching process in order to maintain discipline.
In short, this class, as the first experience of the new curriculum reform, made me further understand the concept of the second curriculum reform, "student development-oriented", in which students learn independently and happily, find and solve problems by themselves through their own experience and reading imagination, and completely release their thinking.