Teaching plan and teaching reflections for the second volume of the second volume of the Chinese language "Meng" edited by the Ministry of Education

# Teaching Plan # Introduction "Monster" is an ancient folk song. In the mouth of a woman, she candidly recounts her experience of love changes and deep experience. It is a vivid portrayal of a love picture and also provides a Later generations left behind valuable information about the customs and sentiments of the time. Below are the lesson plans and teaching reflections of the second volume of the second volume of the Chinese language "Meng" compiled by the Ministry of Education. I hope it will be helpful to you!

1. Lesson plan for the Chinese language "Meng" in the second volume of the second volume of the second year of high school published by the Ministry of Education, Chapter 1 1. Teaching concept and design concept

This course is positioned as appreciation of poetry. The focus of teaching is to understand the thoughts and feelings in poems based on recitation, and to learn the realism in the creation of ancient poems.

2. Analysis of teaching materials

"Meng" comes from "The Book of Songs" and is a narrative poem. The storyline and characters are not difficult to grasp. This design allows students to understand the content of the poem, experience the protagonist's thoughts and emotions through repeated recitation, taste, and comprehension, and form a correct outlook on life.

3. Teaching Objectives

1. Understand the content of "Monster" and feel the classical rhythm; grasp the image of the heroine in the work and understand the reasons for her marital tragedy; learn to read aloud Understand the poetic meaning and grasp the thoughts and emotions of the work.

2. Use the annotations to understand the poem and grasp the content of the poem as a whole; focus on exploring the image of the heroine and analyzing the reasons for the tragedy.

3. Understand the thoughts and feelings of the protagonist in the poem, correctly evaluate the protagonist in the poem, and understand the reasons for the tragedy of the characters in the poem. Use modern ideas to comment on the story in the poem, emphasizing equality between men and women and legal rights protection.

IV. Teaching Focus

Guide students to analyze the character image of the protagonist in "The Rogue".

5. Teaching Difficulties

Taste the language of poetry and accurately grasp the emotions of the characters in the poem.

6. Teaching methods

1. Reading method: savor the language of poetry

2. Discussion method: understand the protagonist’s emotions

3 .Comparative reading method: extend the classroom content and develop students' critical thinking.

7. Teaching process

(1) Review introduction and read poetry aloud

Through the study of the previous class, we discussed the "Book of Songs" and understood the "Book of Songs". The basic content of "Meng", the representative work of the Book of Songs, today we continue to study it and explore its emotional context and practical significance. First, ask the students to review the storyline of "Hong Kong" by reading aloud. (Students read aloud and review the plot)

Who can tell us what kind of story the narrative poem "Meng" tells? The student answered, and the teacher made it clear:

The sixth chapter of the full text of "The Gangster" tells the story of a woman who fell in love freely, was married by a matchmaker, but was eventually abandoned and returned home.

(2) Group cooperation to explore the text

1. Explore the ending of the story and its reasons

Question: What is the ending of the story? What is the reason for this ending? Please read the text to find out.

After the students discussed it, the teacher made it clear to the woman: "Sending a son to Sheqi, as for Dunqiu", "I am guilty of being a bandit, and the son has no good matchmaker", "The general has no anger, and the autumn will last for a long time" - in the face of love, it is difficult to Calm, too proactive, and easily despised by men. Man: "As for violence," "A scholar has his own conduct," "A scholar is extremely reckless, but only two or three of his virtues" - he broke his oath and changed his mind.

Summary: Inequality between men and women in a patriarchal society. 2. Analyze the protagonist’s emotions based on the text.

In this kind of unequal love and marriage, what kind of emotional changes do the protagonists of the story have? The students discussed and the teacher made it clear:

Women: love - "send off, ride on, look at, cry, laugh, talk" - passion and happiness

Marriage change - "self-love" "I was poor at the age of three" - trying to make the best of things

"I think about it quietly, and bow to myself in mourning" - sad reflection

"I am a grieving girl, and I have no time to spend time with scholars" - - Sincere advice

Decision - "If you don't think about it, that's all." - Sober decision

Men: Love - "Embrace, trade, come, plot, anger" ", divination, and divination" - ardent pursuit, solemn vows

Marriage change - "as for violence" "a scholar's behavior"

"a scholar is also reckless, but he has two or three virtues" ——Changing heart and breaking oath

2. Character image analysis

Through the emotional attitude of the two protagonists in marriage, can we tell what kind of people the two protagonists are?

Student answers, teacher summary:

Women: the image of kind, enthusiastic and strong working women.

Hard-working, honest, and unafraid of poverty

The dream of love is shattered, patience turns to resentment, and finally a cry of pain. Summary: The representative of women in a patriarchal society is an economic and political accessory of men. Man: irresponsible to the family, always in chaos but always giving up. Summary: A representative figure in a patriarchal society.

(3) Extension:

If this story took place in modern times, what would a woman do when faced with a marriage change? What would you do if you were her friend?

Students speak freely, teacher summarizes

8. Summary

Perhaps the power of classics lies in this. It has already stood on the commanding heights of the spirit to reflect on the needs of human nature. Through the woman's determination, we see how our ancestors maintained their dignity when they were suffering without hope. This also makes us now rethink the equality of men and women and the protection of legal rights.

9. Assign homework

Please write a letter to the woman in "The Gangster" to express what you want to say to her. Requirements: About 200 words Format: Letter

10. Blackboard Design

Meng

Love - Marriage Change - Decision

Women: Eagerness - Resentment - Sobriety

Men: Diligentness - Change of heart

2. Reflection on teaching "Meng" in the second volume of the second volume of the second edition of the Ministry of Education's edition of "Meng" ", the first thing students encounter is the word barrier.

Chinese characters are words that express meaning through form. According to "Shuowen Jiezi" and "Chinese Dictionary", starting from analyzing the glyphs of the original characters, finding out the connection between Chinese character form and meaning should be mastered. A scientific and effective method of writing Chinese characters.

Simply mastering Chinese characters will inevitably seem to separate the content of poetry. Furthermore, it is easy to deviate from the learning goals without prioritization. Therefore, it is necessary to select Chinese characters and use them as clues to connect the texts, analyze the characters, dig out the roots, carry out ideological education, and achieve the dual goals of moral and intellectual education.

The key Chinese characters are: mang, chi, sui, dan, 筮, blame, 咥, 爱.

Meng, "Shuowen": "Meng, people." Min, "people are cute." Meng, the same as "meng". "Rogues" and "people" train each other. People, oracle bone inscriptions are "". Guo Moruo's "Oracle Bone Inscriptions Research" said, "In the Zhou Dynasty, people made one-left eye shape, and there were blades to stab them." "At the beginning, the Zhou people regarded enemy prisoners as civilians, but they blinded their left eyes as slaves." It can be seen from this that gangsters are slaves and common people. .

Therefore, the social status of gangsters is low and their economic conditions are bad. With such family conditions, it is impossible for the heroine who once had a "general banquet" with Meng not to understand that the difficult family life in the future, even if she is delayed by Meng's vows, cannot help but expect it. However, she still What a kind and innocent girl! However, such a girl was abandoned by a gangster! "You gangster, you are such a despicable and disgusting villain!

So, how did this villain succeed? Let's take a look:

"Chi". "Shuowen" says "Chi means insect." In ancient times, insect was a general term for all animals. People are like insects, which metaphorically means "honest and honest". "Chi Chi" describes the hooligan's loyalty and honesty.

——When the gangster fell in love with me, he was so cute and silly! It was his honest appearance that made me rely on him for life. Caused me lifelong pain. This is a warning to young people: open your eyes and don’t be hasty about marriage!

As far as the heroine is concerned, is it only the rogue’s honest appearance that deceives her?

"Stupid" "Shuowen": "To be guilty is to blame." The meaning of the oracle bone script is that a person hides in the grass under a deep house and tramples his conscience under his feet . ——Isn’t this a huge sin? If you make a mistake, you will lose or miss some good opportunities, so it can be extended to "lost and missed". If you miss it, you will have to wait again, so it can be extended to "procrastination". Guilt period, that is, delaying time. But she fell too deep and lost herself in love! This is "delay".

"Delay". "Shuowen": "Ears with big lobes." With big lobes on the shoulders, the shoulders bear the ears, so it is extended to "bear | burden"; the two ears are so carefree and happy, so it is also extended to happiness; too happy is I am too happy to miss Shu, so it is extended to "addicted to, obsessed with". ——The heroine is "unspeakable" indulging in the "monster's" "vows". Besides, why did I believe that witch’s lies?

"筮" and "筮". "筮" in "The Sound and Meaning of All Sutras" says, "The 筮 person picks weeds to get hexagrams, and breaks bamboo into yarns." The oracle bone inscription shows a witch holding bamboo sleeves and spreading them into a dance shape, which is obviously a divination and divination. "Blame", "Shuowen": "disaster." The oracle bone character type means "people do what they want". People do their own thing, what else but disaster? Putting it together, it is conceivable that the gangster invited a witch, and a great god danced to the sound of gongs and drums. After praying for a while, he signed a lotus wish for good luck and good luck, and said with eloquent words, "Come with your ears and car, and use my bribes." "Moving", I was deceived - it was the witch and the gangster who teamed up to deceive me. At this point, apart from the heroine's own reasons, the reasons for the tragedy can be attributed to two aspects: First, the feelings of the gangster The deceiver is deceived by the liar; the second is the witch's encouragement and help.

The heroine believed it, and her life fell into pain. After the divorce, she was also laughed at by her brothers.

“咥” means laughing. The mouth is so big that it can no longer be opened, and the smile is so joyful! After "I" was abandoned, I lived in the laughter of my brothers all day long. All this was caused by that heartless man. By the way, do you know the surname of that gangster? I dare say, his surname is Chen, otherwise why would there be Chen Shimei in future generations? "Qi has a bank, Xi has a bank." If you break your oath and don't miss your old feelings, why should I suffer for you? "Yi Yi Yan Zai" Let's forget it!

"Love" requires a correct concept of love. The physical evolution from "love" to "love" conveys a correct view of love.

Love, judging from the font, is a hand reaching out, taking away the covering, and then taking away the heart. Isn't loving someone equivalent to having your heart taken away by someone else? But there are two possibilities for this kind of taking. One is that one person reaches out his hand and takes away the other person's heart by force and possesses the other person's love; the other is that one person takes the initiative to hold out his own heart and offer his love, no matter what Whether the other party accepts it or not. Neither type of love is healthy. The former is the love of the exploiting class, and the latter is a love with a bit of masochistic nature, which is often called "unrequited love". Old "love" should be destroyed and new "love" should be established. Remove "heart" and replace it with "one". One is "dedicated and pure". As far as love is concerned, if you lift off the heavy coverings with your hands and get pure and dedicated feelings, isn't this what true love should mean? ——After emerging from the emotional turmoil, I will bravely face a new life and find my true love.

3. Reflection on the teaching of "Meng" in the second volume of the second volume of the Chinese language "Meng" compiled by the Ministry of Education. The language barrier of the poem "Meng" is not big. Students should be able to understand the basic meaning of "Meng" based on the annotations after class. Then you can appreciate the emotion of poetry; so my main idea in teaching this class is: the teacher asks questions and guides, and the students focus on self-study and comprehension. Considering that this class is for the first grade students, who are high school students under the new curriculum reform in our province, I was thinking about how to incorporate the spirit of the curriculum reform into the class before taking this class. Go throughout the class.

I think one of the points is that this teaching activity must adhere to the subjectivity of the text, the subjectivity of the teacher, and the subjectivity of the students at the same time.

Among them, students always have the dominant position, and all Chinese teaching activities must be implemented in students' "learning", so student activities have become an important form of this class.

"Meng" is a poem about the marriage and love between men and women selected from "The Book of Songs". Through the cry of a woman, the poem vividly narrates the complete process of this woman from falling in love, getting married to being abandoned, expressing her emotions. It reflects her grief, anger and resentment, which also objectively reflects the social problems at that time.

Students have been exposed to the Book of Songs in junior high school, but they do not know the relevant knowledge of the Book of Songs. Therefore, during the teaching process, I attach great importance to emphasizing that students must master the basics of the Book of Songs. Knowledge, guide students to learn to appreciate the artistic techniques of fu, comparison, xing and the artistic characteristics of repeated chapters and refrains, as well as analyze and think about characters from them, so as to cultivate students' aesthetic ability.

In the teaching process, students are more interested in the content of the poem, their interest is relatively high, their reactions are relatively enthusiastic, and they can not only understand the emotions of the protagonist in the poem, but also their own opinions.

As a teacher, we should lead students to "listen" to the voice of more than two thousand years ago, and constantly bring students into a new space of thoughts and feelings, so that students can feel and experience things that are rarely seen in ordinary times. Things that may be directly felt and experienced help students strive to feel and understand the thoughts and feelings expressed by the author of the text, and discover the beauty of the text based on this feeling and understanding.

The students also experienced the emotional changes of the hero and heroine in the poem. What makes me even more happy is that the students can learn to think proactively and think about women's society from "brothers don't know, so they laugh" Regarding the status issue, it is believed that the social root of the love tragedy of the hero and heroine is the social inferiority of women, which is a common problem in society at that time, rather than simply a man's betrayal.

As a teacher, you don’t have to blindly follow authoritative analysis, let alone stick to a certain teaching model or theory. You can interpret the text based on your own independent feelings, experience and understanding of the text, and organize Chinese teaching independently. , you must have a deep understanding of the text, enrich your classroom with rich literary and cultural connotations, and give a class with a somewhat academic flavor so that students can have some "actions" in academic inquiry.

The value and significance of the entire poem should be reflected in allowing students to think. From this, the inspiration of the poem to modern women should be to be strong, independent, self-respecting and self-loving. These students can all experience it, but the shortcoming is that the students' understanding and mastery of the techniques of "Fu, Bi, and Xing" are not very deep and firm. Therefore, it is difficult to feel the beauty of the poem itself, and it is impossible to achieve the goal of cultivating students. The purpose of students' aesthetic ability. Only by fully respecting the creative subjectivity of the text author and the teaching subjectivity of the teacher can students' learning subjectivity be properly brought into play. In the learning process, it is always the students who have the dominant position. All Chinese teaching activities must be implemented in students' "learning", all in order to improve students' humanistic and Chinese qualities as soon as possible. As a teacher, you must choose the content and form that is suitable for students to achieve the best educational effect.

In teaching, I strive to enrich the classroom with richer literary and cultural connotations, freshen the classroom with more elegant and pure aesthetic sentiments, let my classroom have a little academic taste of inquiry, inspire and cultivate students' simple sympathy and feelings of compassion. I also hope to guide students to develop deeper thinking after reaching an appreciation of poetry on the basis of understanding. For example, in the later part of the content analysis of "Meng", I designed two questions: first, what are the reasons for the tragedy, and second, can she obtain happiness after breaking up with Mang. The first question is designed to guide students to think deeply about the text. The second question is designed to allow students to speculate on her future destiny from her courageous choice to end an unhappy marriage without hesitation, to guide students to discover and understand the seriousness and coldness of "after", and to guide students to care for our own real life. .

In this lesson, it should be said that the above leading ideas have been implemented to some extent. This is the most satisfying part of this class for me. The existing problems include the following aspects:

First, as Teacher Wang commented, when dealing with emotion and reason, we should "move people with emotion" and "convince people with reason." I feel that I put a little more emphasis on "reason". This is related to the guiding ideology of designing this lesson.

The original plan was to hope that students would develop sympathy for this weak woman and enhance their emotional values ??by exploring the question "Can she be happy after breaking up with the gangster?" Perhaps this effect is not very obvious objectively.

The second is the problem of reading. During the teaching process, I arranged four readings: the first is free reading for students to clear the article, the second is the model reading of individual students' correct pronunciation, the third is the overall reading before analysis, and the fourth is the final reading after in-depth analysis. I regard recitation as one of the important means of poetry teaching. But what is lacking is what Teacher Wang calls "reciting", that is, reading in a drawl.

Third, the timely comments and evaluations on students’ answers to questions are not yet in place. As Teacher Huang and Teacher Li said, timely classroom evaluation (encouraging evaluation) is very important in the entire teaching process. Teachers must evaluate students accurately and artistically.

There are many things that need to be summarized after a class, such as the design of blackboard writing, the order in which content is arranged (i.e., the structure), the organic combination of multimedia and teaching content, etc., which I will not discuss here one by one.

One class cannot cover everything. Due to the limitations of my own experience and ability, there are still some casual aspects in the teaching process, which can only be improved one by one in the future. Of course, such a process and such reflection after precipitation are of great significance to my growth and progress.

4. In the fourth class of the second volume of the second volume of Chinese language "Meng" edited by the Ministry of Education, students were asked to write and memorize new words. The main reason was that students often repeated mistakes when writing silently, even though they could memorize them. , but silently is wrong. This shows that students usually do not pay attention to the writing of words. Although there may be students who are unwilling to write more now, when they write correctly in the test, they will naturally feel the importance of writing more.

In class, I began to try to recite poetry through key words, hoping to eventually achieve the general goal of reciting short poems and long poems in class.

Regarding the issue of the protagonist's image, the students' analysis was quite accurate. Many students expressed their indignation and believed that the gangster was very inappropriate and irresponsible. But further, why was such a virtuous woman abandoned? Is it just a change of heart on the part of the man? I hope to use this discussion to break students' fixed thinking, broaden their horizons, and guide students to think deeply. Gradually guide students to understand based on the relevant background of feudal society.

Although it is difficult for students to understand marriage and love, they can generally understand and grasp the meaning of the text, the character traits of the hero and heroine, and the fundamental reasons that lead to the abandonment of women.

5. Reflection on the teaching of the second volume of the Chinese language "Meng" in the second volume of the high school version compiled by the Ministry of Education, Part 5. This lesson basically achieved the preset goals. Most students can look at the key words on the mind map, associate and imagine the characters and poetic situations, and memorize the poems. In the process of drawing mind maps, students can also well understand the inner emotions and emotional changes of the heroine who is in the stage of marriage change. But there are still many regrets in this lesson. The summary is as follows:

1. There is not enough time left for students to display and explain mind maps, and the results of students after the teacher's guidance cannot be well expressed;

2. Classroom There are not many readings aloud, and the effect of recitation is not obvious;

3. The exploration of the theme should still be placed in the second class. In this case, there will be more time in the middle part, and the students will I can fully demonstrate the thought conductors and explanations I drew.