High School Chinese Speaking Course Notes

As a conscientious people's teacher, you are usually required to write lecture notes, which help improve teachers' language expression ability. So do you know how to write a formal course manuscript? The following are 6 high school Chinese speaking lesson notes that I compiled for you. You are welcome to learn from them and refer to them. I hope they will be helpful to you. High School Chinese Speaking Textbook Part 1

1. Analysis and processing of teaching materials:

"The Road to Shu is Difficult" is the first poem in the second unit of compulsory course 3 of the standard experimental textbook for ordinary high school courses. The second unit is the poetry unit of the Tang Dynasty. The goal of the unit is to enter into the artistic conception of poetry on the basis of understanding the poetry, feel the ancient social life and the emotional world of the ancients, appreciate the unique aesthetic taste of the ancients, and interpret the poetry of different periods and different creative backgrounds. Different styles, improve the ability to understand the ideological content and artistic purpose of poetry during reading.

The requirements of the new high school Chinese language curriculum standards for poetry reading are: to strengthen the reading of connotation, feel the charm of its thoughts and art in the recitation of connotation, and gain emotional experience, spiritual resonance and spiritual happiness. mold. On the basis of overall perception, students learn to appreciate works from aspects such as content and performance techniques, understand the artistic charm of works, and gain rich aesthetic feelings. The purpose of this unit is to further improve students' ability to appreciate poetry based on the compulsory course 2 ancient poetry study.

The examination of poetry appreciation in the college entrance examination generally includes the following aspects: appreciating the image, language and expression skills of literary works, and evaluating the ideological content of literary works and the author's opinions and attitudes.

Based on the above content, I have customized the teaching objectives of this lesson as follows:

In terms of knowledge and skills, students are required to understand the author, perceive the poetry as a whole, and be able to understand people and discuss "poetry"; grasp the overall meaning of poetry. The context of the poem. Read it over and over again to appreciate the beauty of the poem's artistic conception and sound, taste its elegant, bold and natural language, feel the grand momentum and unrestrained emotions of the poem, and appreciate the romantic style of the poem. Cultivate students' ability and methods to appreciate poetry works and appreciate the artistic characteristics of this poem.

We know that recitation is an important part of poetry appreciation. It is the most direct perception of language and the best way to appreciate language. It obtains more than just the surface of language, so appreciating a poem The first thing to do with poetry is to recite it. If you want to understand the deeper meaning behind the words through the surface of language, you must explore questions. If you want students to truly learn to appreciate poetry, you must give them the opportunity to appreciate independently and build a platform for them to show their own literary thoughts. Therefore, I set the

process and method goals of this lesson as:

1. The teaching of this poem is based on "preliminary perception--cooperative exploration--interactive communication--- -The process of “expansion and sublimation” is carried out.

2. Students learn independently, question, solve doubts and realize themselves independently.

Adopt reading method, question inquiry method and independent appreciation method.

(1) The recitation method eliminates text barriers and initially appreciates the wonderful uses of words, words, and expressions;

(2) The inquiry method and guidance method allow teachers and students to explore together and seek The knowledge behind the words and taste the unique charm of Li Bai's language;

(3) Appreciation method allows students to further experience the works, cultivate students' preliminary appreciation ability, understand the author's majestic imagination and bold carvings, so as to find their best The best point of appreciation is to read your own Li Bai from Li Bai's works.

Reciting poetry can allow us to gain aesthetic feelings from it, thereby cultivating our sentiments. Based on this, I set the

emotions, attitudes and values ??goals of this lesson as:

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Understand Li Bai's unrestrained expression, feel the grand momentum and unrestrained emotion of this poem, and taste the romantic style of the poem. Through recitation, students can develop their perception and understanding of poetry and develop good aesthetic taste. Cultivate thoughts and feelings that love the great rivers and mountains of the motherland.

The reason why this poem is so poetic and so contagious is inseparable from its artistic techniques, and only by mastering the artistic techniques can we carry out in-depth discussion and expansion. Therefore, I have established the teaching focus as follows:

Feel the grand momentum and unrestrained emotions of this poem, taste the romantic style of the poem, and learn the artistic techniques of this poem.

Ancient poetry is a long time away from us. It is not easy for our students to feel the emotional world of the ancients and appreciate the unique aesthetic taste of the ancients, so I have established the teaching difficulties as:

Understand poetry, gain emotional experience, gain aesthetic enjoyment, and feel the artistry of poetry.

How to break through the key points and difficulties and effectively complete the teaching tasks of this course? I decided to start from the academic situation. I used emotional self-experience to arouse students' interest in reading and make them love learning. Open and independent collaboration inspires students to explore and study, so that they can learn. Lenovo exploration practice activates students' thinking and makes them good at learning. Based on the principles of optimal combination of teaching media, principles of intuition and abstraction, principles of inspiration, and principles of step-by-step, I adopt the following teaching methods and means:

Reading method, discussion method, inspiration and enlightenment method, with the help of multimedia assistance teaching.

First, the reading method. The language of poetry is unique and concise. Reading helps to appreciate the language beauty of poetry and appreciate the aesthetic value of poetry. Through reading, it is easy to bring students into the poetic realm and understand the emotions of poetry with their heart, which can enhance students' self-experience. , awakening their silent true feelings, thus arousing strong cries of excitement.

Second, discussion method. Only by giving full play to the main role of students can we stimulate students' participation and even develop their own personal opinions.

Third, inspiration and guidance. When students are lost, the teacher's leading role should be played. The teacher's timely inspiration and guidance can turn iron into gold.

Fourth, use multimedia to assist teaching. In the classroom, we strive to stimulate students' interest in learning through the intervention of courseware, use multimedia to visualize and concrete the text content, and enhance students' subjective understanding of poetry. High School Chinese Speaking Textbook Part 2

1. Speaking Teaching Materials

(1) The Position of Teaching Materials

This article is the new high school Chinese textbook for ordinary high schools published by the People's Education Press An article from Lesson 8 of Volume 3, "Seven Poems". The teaching focus of this unit is to appreciate the language of poetry and appreciate the expression techniques of poetry on the basis of an overall grasp of the ideological content and artistic form of poetry. According to the requirements of the new syllabus, the main purpose of high school Chinese reading is to cultivate students' ability to appreciate literary works, cultivate students' healthy and noble aesthetic taste, improve their literary taste, and then cultivate and improve their writing ability.

(2) Analysis of teaching materials

In the dazzling world of Ci poetry in the Northern Song Dynasty, Liu Yong, who had outstanding talents but had a bumpy career, was one of the dazzling stars. Among the countless Liu poems, "Yulin Ling" is one that has been recited by the world. This poem describes the sentimental parting scene with a confidante when he left the capital Bianjing (now Kaifeng, Henan). This poem is a representative work of the graceful school in the Song Dynasty. The whole poem uses "living" as a clue, and uses the techniques of line drawing, narration, and coloring to carefully describe the scene of lovers reluctant to leave when they say goodbye. It reflects the author's depressed mood of frustrated career. Among them, "The dawn wind and the waning moon on the bank of the willows" are known as famous sentences through the ages. "Yulinling" is a self-reading text in class, but it can also be used as a teaching reading text, while "Yongyu Le Jingkou Beiguting Nostalgia" and "Yangzhou Slow" are treated as self-reading texts in class, mainly comparing the bold and unconstrained styles and Different styles of graceful school.

This poem about separation can be said to be vivid and complete. The whole word is conceived around "hurt parting", the level is particularly clear, and the language is concise and clear. The first thing to write before parting is to outline the environment; the second time to write about parting is to describe the mood; the second part to write about the imagination after parting is to focus on portraying the psychology. Three levels, each in-depth, and the emotions of separation are written from different levels, which is breathtaking.

(3) In view of the above two points, the design of teaching objectives and key points of teaching are as follows:

1. Teaching objectives

(1) Knowledge and ability: understanding The artistic characteristics of Tang poetry and Song lyrics; initially master the methods of appreciating ancient poetry; read and analyze, and appreciate the thoughts, feelings and desolate artistic conception of "Yulin Ling" during reading; deeply understand the integration of emotions into the scene, the virtual and the real in "Yulin Ling" The artistic characteristics of each other.

(2) Process and method: Through the images in the words, we can specifically understand the artistic styles of several poets in the Tang Dynasty and several famous poets in the Song Dynasty; by understanding the sentences and analyzing the artistic conception, to improve students' understanding and appreciation Word ability.

(3) Emotional attitude: Understand the author's feelings and understand the author's ideals at the time; with the help of multimedia and teachers' experience of the works, students are led to read the works with sincere emotions and cultivate interest in poetry and literary literacy.

2. Focus: Learn the method of appreciating famous sentences: YiCi method;

3. Difficulty: Understand the artistic characteristics of seeing emotions in the scene and setting the scene based on fate (because this It is required from the level of appreciation and evaluation).

2. Lecture method

(1) Learning situation analysis

1. Most students like to read poetry works because of the beautiful language of poetry and the emotional appeal of poetry. Richness attracts people and dislikes less. But for most students, it is difficult to explain specifically what is beautiful about it and why it is written this way, and cannot be grasped well.

2. Students have learned poetry in junior high school and first year of high school, and have initially mastered the general appreciation methods of poetry.

3. Liu Yong is a famous lyricist and has long been known to his classmates. He has many works, but students don't have much exposure to them and don't know his style, so they are very curious.

4. Although there are not many terms involved in middle school textbooks, students generally feel confused. Clarifying these related concepts is the basis for students to apply these concepts accurately.

(2) Study guidance:

Grasp the overall observation background, taste the words and repeat them repeatedly

Association, imagination, understanding of the theme and reproduction of artistic conception and poetry

< p> Easy words to create meanings, appreciate famous sentences, seek common ground and distinguish different styles

Read and recite frequently, accumulate, rewrite and apply to strive for innovation

Students mainly use: fast reading method, bullet annotation method, discovery method, comparison method, analysis method and discussion method. For example:

1. Reading method: when reading aloud, you should pay attention to the rhythm of the language and understand the author's emotions;

2. Figure out the syntax: mainly start from the meaning and emotion contained in the sentence ;

3. Comparative reading method: Compare the content to be learned with the already known content, seek common ground while reserving differences, and deepen understanding. High School Chinese Speaking Course Notes Part 3

Hello fellow judges.

The content of my lesson today is the first lesson of "". Below, I will explain the design of this course from five aspects: teaching materials, teaching methods, learning methods, teaching ideas, and teaching procedures.

1. Analysis of teaching materials

1. The status and role of the text:

"" is the first chapter in the unit of the provincial grade-level Chinese language volume text. It is an article by a writer. Based on the teaching objectives of this unit and the characteristics of this text, I determined the teaching purpose of this article and the key and difficult points of teaching.

2. Teaching purposes

1) Knowledge goals:

2) Ability goals

3) Moral education goals

< p> 3. Key points and difficulties of teaching materials

Teaching focus

Teaching difficulties

2. Teaching methods

1. According to the characteristics of the text According to the actual situation of students, teaching is carried out with the method of stimulating interest, problem-guiding method and guiding induction method.

According to the new "Outline" in "Issues to Pay Attention to in Teaching": "The teaching process should highlight students' practical activities, guide students to actively acquire knowledge, train scientifically, and comprehensively improve Chinese language abilities. "Based on the goals and content of this course, starting from the knowledge base and development level that students have mastered, I use various teaching methods to mobilize students' initiative, and teach by stimulating interest, problem-guiding, and guiding induction. Under the leadership of teachers, they can express their opinions around central issues, communicate with each other, inspire each other, and argue with each other, stimulating them to actively acquire knowledge and cultivate healthy emotions. First, stimulate students' interest in learning this article, then guide students to read the prose beautifully, think about the questions raised during the reading process, and finally appreciate the text through the teacher's appropriate guidance, induction, and summary to understand the author's feelings in this article.

2. Use multimedia and other audio-visual teaching methods to expand teaching capacity.

In teaching, I use multimedia and other audio-visual methods to enrich teaching methods and expand teaching capacity; this not only attracts students' attention and stimulates enthusiasm for learning, but also promotes the understanding and consolidation of knowledge through direct perception. It conforms to the principles of consciousness and intuition in education.

3. Method-study guidance

Teaching is a bilateral activity between teachers and students. I follow the teaching idea of ??"teachers as the leader, students as the main body, and questioning as the main line" to study methods. Guidance adopts the main thinking method, group discussion method and feedback practice method. During the guidance process, students are first mobilized to participate in classroom learning, and then based on a series of teaching-related questions, students are encouraged to think, analyze, and discuss independently to solve problems, and complete after-class questions for consolidation after text appreciation. It enables students to move from perception to understanding, from perceptuality to rationality, from learning to learning. Students not only acquire knowledge but also improve their abilities.

4. Teaching ideas

This article is an important lecture and reading text, with specific knowledge and substantial content, and there are many things that need to be mastered. Therefore, I arrange three classes in teaching. My teaching idea is that in the first class, I will initially understand the content of the article and understand the author's detailed description of the main features of the main scenery, and express the admiration for Jinan, the treasure of the motherland, by blending the scenes. In the second lesson, by learning metaphors, personification and other rhetorical techniques, you can analyze the language and fully feel the author's emotions. In the third lesson, this article will be compared with Zhu Ziqing's "Spring" to understand the characteristics and functions of prose. This story only describes the first lesson.

5. Teaching procedures

Teaching points:

Teaching methods: interest stimulating method, question inducing method, guided induction method, reading method

Teaching methods: courseware

Teaching steps: For this lesson, I follow the steps of "Introducing a new lesson (3 minutes) - Teaching a new lesson (30 minutes) - Feedback practice (10 minutes) - Summarize and summarize (2 minutes)" for teaching.

1. Introducing a new lesson: I first conduct a spot check on the assigned preview homework and clarify the answers to the new words; then introduce the new lesson in concise words, and use courseware to introduce the author and experiences related to the text. .

2. Teaching new lessons:

3. Feedback exercises: Students are required to read the text aloud and answer after-class exercises or exercises in their own words based on the teacher’s lectures and their own notes. volume, thereby deepening students' understanding of the text and understanding the author's feelings.

4. Induction and summary: After students complete the exercises, discuss the text title, understand the central meaning, and conduct the final analysis.

5. Assign homework: Determine 2-3 points based on text exercises or exercise books. High School Chinese Speaking Course Manuscript 4

High School Chinese Compulsory Course "Drunken Flower Yin" Lecture Notes Sample Commentary

Drunk Flower Yin Li Qingzhao

The mist is thick and the clouds are always sad During the day, Rui Nao sells the golden beast. It’s the Double Ninth Festival and the Double Ninth Festival. Jade pillows and gauze kitchens make it cool in the middle of the night.

After dusk when I drink wine in Dongli, there is a faint fragrance filling my sleeves. There is no way to lose one's soul. The west wind blows behind the curtain, and people are thinner than yellow flowers.

1. Writing background:

On the Double Ninth Festival in the second year of Emperor Huizong’s Grand View of the Song Dynasty, Zhao Mingcheng went to the Luohan Cave in Yangtian Mountain to watch the moon and never wanted to leave; Li Qingzhao lived alone in the Return Hall of Qingzhou, admiring the chrysanthemums on the Double Ninth Festival with no one to accompany him, so he deliberately wrote this poem to express his feelings. Feeling of loneliness and boredom.

2. Appreciation of words and essays:

1. "The mist is thick and the clouds are full of sorrow, and the day is long, and the auspicious brain sells the golden beast." How does the poet exaggerate the sadness?

"Mist" and "thick clouds" have a desolate artistic conception, and they use the scenery to express the sadness of loneliness. "Eternal day", all day long, points out the longevity of sorrow.

"Rui Nao sells the golden beast", watching Rui Long Nao slowly burn out in the golden beast-shaped incense burner. It not only describes the long time, highlights the desolation of the environment, but also expresses the poet's boredom and sadness.

2. "The coolness comes through in the middle of the night." How did the poet know that the coolness in the "midnight" comes through the yarn kitchen? This shows that the author misses her husband and is lonely and unable to sleep.

3. Where does the author's coolness come from? A On the surface: On the autumn night of Double Ninth Festival, the weather turned cold. Jade pillows and gauze kitchens can hardly keep out the wind and cold.

B-deep level: Living alone at home without the warmth of family, feeling lonely and desolate inside.

4. What role does the Double Ninth Festival play in this "cool" meaning?

The Double Ninth Festival is a good day for couples to climb high to seek blessings, but the husband never returns from his trip, so the festive reunion reflects the sadness of being alone. Intensified the coolness.

Summary: The first film describes the coolness of autumn, not only the coolness of the season, but also the desolation of the heart and the blending of scenes. This is the reason why "people are thinner than yellow flowers" below.

5. The next part is about admiring chrysanthemums, drinking wine, and expressing feelings. In the middle, the image of the author himself is included to describe the image of the author in the lyrics.

The image of a woman who is sentimental, lonely, bored, lovesick, and weak.

6. The technique of holding up the clouds and supporting the moon. The lower part is written about chrysanthemum, and the chrysanthemum is used as a metaphor for people. But there is not a single word "chrysanthemum" in the whole article. "Dongli" originally used the poetic meaning of Tao Yuanming's "picking chrysanthemums under the east fence", but the word "picking chrysanthemums" was hidden, which is actually the acronym. Another example is the word "wine". Before the word "wine", there was originally the word "chrysanthemum". Because the ancients had the custom of drinking chrysanthemum wine on September 9, the word "chrysanthemum" is also omitted here.

Another example is "secret fragrance". The "secret fragrance" here refers to the aroma of chrysanthemums rather than other stamens. "Yellow flower", also known as "chrysanthemum". As can be seen from the above, there is no word "chrysanthemum" in the whole word, but the color, fragrance and shape of "chrysanthemum" are all present on the paper.

7. Appreciate the word "thin" in "People are thinner than yellow flowers". The character "A" writes the shape of a chrysanthemum and conveys the spirit of Qiu Ju. High School Chinese Speaking Textbook Chapter 5

1. Speaking Textbook

"Cannon Beast" is the first article in the second unit of the new high school Chinese language elective textbook "Appreciation of Foreign Novels" published by the People's Education Press , belongs to the novel.

"1993" is Hugo's last novel. It is the masterpiece of his mastery in his later years and the pinnacle of humanitarian thought. The main characters are Landenac, Guowen and Simulden. Landenac voluntarily fell into the hands of the police and the army in order to save the child; Guo Wen did not hesitate to put himself on the guillotine and let Landenac go; Simulden shot himself in pain.

The story of "Cannon Beast" takes place at the beginning of the novel. It describes that the rebel leader, the Marquis de Landenac, led a fleet to smuggle from the United Kingdom to the Vendée region of France, attempting to collude with the local Communist armed forces to launch a Communist rebellion. The rebels had a bad start. They were in danger before they landed in France and encountered a huge setback. However, his outstanding ability to distinguish rewards and punishments and command with determination enabled the rebels to temporarily overcome the difficulties.

The old man called the "countryman" in the novel is the Marquis de Landenac, the supreme commander of the rebels who went from England to France to organize the rebellion. Due to his important mission, only the captain knows his identity. The author also laid foreshadowing, set up suspense, and kept his identity mysterious. This article is set up to highlight the "appearance" of the Marquis of Landenac. He puts the characters into a chaotic critical moment, tests their will and ability, and expresses their spirit and character. In the article "The Cannon Beast", the author cleverly highlights the resolute character of the Marquis of Landenac through the description of specific scenes, creating an image of an iron-fisted rebel commander.

2. Objectives of narrative teaching and important and difficult points in teaching

The teaching objective of this unit is to understand and recognize the important role of scene description in novels. This article consists of three major scenes, and there are vivid and vivid characters in the scenes. Therefore, the teaching goal of this article is to explore the relationship between scene description and character personality and the role of scene description. This is also the teaching focus of the novel, and to understand the author's humanitarianism The penetration of ideas into works is the difficulty in teaching this article.

3. Lecture teaching method

In response to the call for curriculum reform, I used multimedia courseware and sailing ship model in this lesson, and adopted independent inquiry learning methods, reading aloud, discussion, and comparison. methods and induction methods to complete teaching tasks.

The independent inquiry learning method aims to stimulate students' awareness of inquiry and cooperation in classroom learning and cultivate their collaborative abilities.

"Teaching methods are based on reading aloud." The reading aloud method aims to cultivate and exercise students' language expression and understanding abilities. Reading aloud makes it easier to concentrate and then go deeper into the text to properly grasp the author's thoughts and feelings.

The discussion method is designed to stimulate students' ideological potential and cultivate team spirit and cooperation awareness.

The comparative method and the inductive method are designed to train students' ability to summarize and integrate information, so as to facilitate students' systematic understanding and grasp of the knowledge they have learned.

4. Teaching process

In this lesson, I have set up six teaching steps: reading introduction, reviewing the past and learning new things, teaching objectives, character appreciation, in-class testing and extra-curricular exploration. Concentrated in 8 slides.

(1) Reading introduction

Select the language of the main characters in the article as the reading content to introduce, which not only creates a situation, facilitates leading students into the artistic conception of the article, but also highlights the character's perseverance and decisiveness character traits. At the same time, moral education was infiltrated into the students.

(2) Review the past and learn the new

A brief review of the content of the previous lesson not only consolidates the knowledge points, but also facilitates in-depth study of this article, and serves as a link.

(3) Teaching objectives

Clarifying the teaching objectives saves time and effort and can be covered in one stroke, but it plays a programmatic role and facilitates the grasp of teaching key points.

(4) Character Appreciation

Character appreciation is one of the teaching focuses of this lesson, which facilitates students’ understanding and grasp of the characters’ personalities, and also facilitates the use of comparative relationships between characters to further Understand the embodiment of Hugo's "Contrast Principle" in the text; it will also facilitate the clever use of the connection between characters and scenes, highlighting the role of scene description.

(5) In-class testing

It not only emphasizes the importance of basic knowledge, but also has a deeper understanding of Hugo's romantic techniques with the help of "reading aloud".

(6) Extracurricular exploration

In view of the differences of students, I conducted layered training and set three questions from shallow to deep. It not only exercises and tests students' generalization and integration abilities, but also tests their application abilities. It also explores an unanswered question, stimulating students' thirst for knowledge.

(7) Class summary

A concise class summary can transform the knowledge imparted in class into students' qualities as quickly as possible, and also cultivate students' disposition to start well and finish well.

Dear leaders and colleagues, the above is my teaching idea for the article "Cannon Beast". If this is not well thought out, I sincerely ask for your guidance and help. Thank you all! (Bow!) High School Chinese Speaking Textbook Chapter 6

1. Speaking Outline Requirements

The new curriculum standards and new syllabus introduce and require high school Chinese reading and appreciation, including the following. Points:

1. Develop the ability of independent reading, be good at discovering and asking questions, and be able to make your own analysis and judgment on texts.

2. Pay attention to personalized reading, learn exploratory reading and creative reading, and develop imagination, critical thinking and critical skills.

3. Pay attention to cooperative learning and develop the habit of learning from each other. Be willing to share your reading appreciation experience with others and show your reading achievements.

2. Characteristics of this article and its status in the textbook

"The Man in the Box" is the second unit of the fourth volume of the high school Chinese textbook (People's Education Press Edition) This text is written by the famous Russian writer Chekhov, and its genre is a novel. The current high school Chinese textbook has compiled six novel units, of which three units in the fourth volume are novel units. As the starting unit of high school novel teaching, this unit is undoubtedly essential for cultivating students' good habits of reading and appreciating novels. It's important.

3. Teaching Ideas

1. Teaching Objectives and Key Difficulties in Teaching

According to the requirements of the syllabus, the characteristics of this article and its position in the teaching material system, I have established the following teaching goals:

1. Knowledge goal: Understand the ideological meaning of the character;

2. Ability goal: Analyze the character created by the work in conjunction with the social environment;

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3. Emotional goals: Understand the dangers of being conservative and the importance of having the courage to reform and innovate.

The language of "The Man in the Box" is simple, the plot is simple, the relationship between the characters is simple, and students After browsing through the new textbook as soon as I got it, I felt that I was not interested in it when I was studying it again as a new lecture. However, I was not able to understand and grasp the content and theme of the novel accurately and deeply. Therefore, the key and difficult teaching points of this article are:

①Understand typical characters in typical environments;

②Understand the theme of the novel in depth.

2. Teaching and learning methods

How to overcome the difficulties and effectively complete the teaching tasks of this course? From the academic point of view, I consider that students in the second grade of high school have strong logical thinking ability, and they like Chinese classes to be in-depth and connotative. As a novel appreciation class, it should not be lively and devoid of content, but it should also avoid the rigid bias of pursuing depth. To this end, I adopt an inquiry-based teaching method, which is teacher-led and gives full play to students' subjectivity. With the purpose of promoting students' cooperative learning and independent learning, we try to break the rules, strive for innovation, and stimulate students' interest in studying the text in depth. In order to better complete the teaching tasks, multimedia-assisted teaching technology is also applied.

4. Teaching procedures

1. Arrange pre-class preview and print out preview materials.

Students are required to understand the author's works and writing background, read the text thoroughly, and clarify the layers.

2. Introduce a new lesson

First, type "Suicide? Homicide?" on the screen to focus the students' attention. Then use an inspiring introduction to help students enter the situation: One day in the summer of 1898, in Russia under the rule of the Tsar, the body of a middle-aged man was found in the male staff dormitory of a middle school. According to investigations, the deceased was Belikov, a Greek teacher at the school, and the cause of death has not yet been determined. A century later, in early 2004, students from a certain class of high school students in a certain school formed a special task force to conduct an in-depth investigation into the incident. Many students have wanted to be police officers since they were young. This undoubtedly gives them an opportunity to realize their dream of being a police officer, and it is easy to introduce students into situations.

3. Question exploration

After introducing students to the situation, point out several aspects that should be involved in the investigation:

Investigation 1: Background of the crime;

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Investigation 2: On-site investigation;

Investigation 3: Personal file information;

Investigation 4: Interview with relevant persons.

Through these four questions, we aim to explore typical environments, typical characters, and the relationship between them.

Ask students to form a group of four to discuss and decide on the topic selected by the group. Then the group discusses and exchanges, one person writes, and the other party jointly writes the investigation report. Taking into account the operability of surveys three and four. Teachers can provide the following two materials for guidance:

Material 1 (form) Personal profile information

Name, residence, gender, class, date of death, pre-death position, hobbies, pre-death status, characteristics, interpersonal relationships

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Material 2: "Interview with relevant persons" can involve Kovalenko, Varenka, "I" (Burkin) and virtual objects ("Mayor of this city", "relatives of Belikov") ", etc.)

4. Presentation of results

After letting students fully prepare for 15 minutes, determine one person in the group to read out, organize in-class exchanges, and discuss the classroom process. At this point, the teacher will take advantage of the situation A climax: thinking and writing the "Closing Report" of this case. At this point, the students have a quite complete and accurate grasp of the character image of Belikov.

Strike while the iron is hot and lead the class to another climax (it is also another important and difficult teaching point of this course): What are the thoughts triggered by this case? Let students understand the theme of "Innovation and survival, conservatism and death".

5. Ability extension training

Write a eulogy for "Belikov" by drawing on Engels's "Speech at Marx's Tomb" and Hugo's "Balzac's Funeral Speech" .