Teaching plan design of the first volume of the eighth grade Chinese "Three Gorges"

The text of Three Gorges is simple in content, fluent in language, concise and lively, and suitable for reading. Here I bring you the lesson plan design of the first volume of the eighth grade Chinese "Three Gorges". Welcome to read it!

design principle

This article is simple in content, fluent in language, concise and lively, and suitable for reading. Therefore, there is no need to do too much analysis in teaching, focusing on reading and appreciation. Teachers can guide students to read aloud according to their actual level, organize students to study independently in a cooperative way, experience the spirit of the new curriculum standard, initially learn to study articles in a "research-oriented" way, and cultivate students' ability to study independently.

Teaching focus

Grasp the sentences describing the characteristics of the scenery in the text and stimulate students' love for the great rivers and mountains of the motherland; Taste the original ideas, refined language and exquisite pictures of the article.

Teaching difficulties

Aesthetic analysis of articles: conception, material and layout

teaching method

This paper is defined as "literature appreciation course". Give students a translation before class, let them learn independently, communicate with teachers and students in class, and explore the characteristics of this article's scenery description.

teaching process

First, import the text.

1. Play a documentary showing the beauty of the Three Gorges with multimedia and explain it with concise words.

2. After the appreciation, the teacher pointed out: Now, the high gorge leaves Pinghu, and the beautiful scenery of the Three Gorges more than 20 years ago is gradually disappearing. Maybe one day, we can only capture its preciseness and beauty in movies or vague memories. Today, let's follow in Li Daoyuan's footsteps and enjoy the scenery of the Three Gorges thousands of years ago.

Second, read the text and understand the meaning.

First, please read freely, read the correct pronunciation combined with the text notes, read the sentences along the text and understand the meaning.

Listening to the teacher recite the text with admiration and praise, the students learned to read.

Students can communicate freely on the contents that are difficult to understand and understand in the text.

Third, the problem situation design, teachers and students to explore together.

(1) problem situation.

1. This article is beautifully written and vividly described. How does the author describe the scenic features of the Three Gorges?

2. The natural scenery of the Three Gorges, with mountains and water and different seasons, traces the past, analyzes the present situation and looks forward to the future. What do you have in mind?

(2) communication and dialogue

1. Dialogue between teachers and students

Topic 1: "Three Gorges" writes mountains first, then water. What are the characteristics of writing mountains? Write water, in which season? Why?

Clear: the article always writes mountains first: the mountains are high and continuous; The four seasons of water are different, and the focus is on summer water: summer water is the fastest, most sensitive and most representative.

Topic 2: The Three Gorges uses many wonderful words in the scenery of the four seasons. Try to find your favorite word and make a brief analysis.

Qing: the scenery of spring and summer: the number of "element", "green", "Qing" and "shadow"; Writing about autumn scenery: The characters of "cold", "sad" and "sad" vividly show the charm of the scenery. Among them, "Su", "Qing" and "Qing" focus on the color of water, while "Cold", "Su", "Sorrow" and "Mourning" contain the author's thoughts and feelings, which are typical words like "borrowing scenery to express feelings".

2. Dialogue between students and teachers

Topic 1: The Three Gorges language is concise, with only 155 words, but it contains the scenery of the four seasons, listing landscapes, vegetation and clear shadows. Why can you achieve such an effect?

Clarity: (1) The material of the article is first large and then small, first generalized and then divided, and the level is clear; (2) The author is good at grasping the characteristics of scenery, choosing representative scenery and making a refined description.

Topic 2: The third paragraph of the text, "Su Turbulent Green Pool, Clear Reflection", is translated as "Snow-white rapids, green pools, rolling clear waves, reflecting the shadows of various scenery."

Imagine: the snow-white torrent is swift and turbulent, which can turn around and clear the waves, but how can it reflect the shadows of various scenery? Is there anything wrong with this translation?

Clear: There is something wrong with this translation. The original sentence uses the rhetorical device of "parallel mention" in classical Chinese (also called "parallel statement"), that is, in order to make the sentence compact and concise, the ancients expressed two related things in one sentence, which could not be translated word by word. We should find out the collocation relationship between words or phrases from the perspective of text meaning. For example, "eyes and ears are smart" should be "ears and eyes are bright". Accordingly, the translation of this sentence should be: snow-white rapids, rolling clear waves; The green pool reflects the shadows of all kinds of scenery.

Dialogue between students

Topic 1: The second paragraph of the text "or the urgent announcement of the king's orders" does not seem to belong to describing natural scenery. What's the use here?

The author uses this example to describe the rapidity of the river.

Topic 2: The characteristics of Three Gorges Mountain are highlighted at the beginning of the article. What words can confirm this characteristic?

Clear: the words "Jue Long", "Jun", "Lin Han Jian Su" and "Empty Valley" can be determined.

Teacher-student dialogue and works

Topic 1: Li Daoyuan writes about the scenery of the Three Gorges, and most of his pen and ink is about water, which is the focus of the article. Then can we adjust the order of writing mountains and water?

Clear: This reflects the clever layout of the article. There is a scientific basis for mountains before water. Only with the specific topography of mountains and high mountains can the rapid water potential of rivers be generated. Mountain is the cause, water is the fruit. Because decisive, mountains are always written separately, and water is also written separately, and the order cannot be changed.

Topic 2: Although this article has only 155 words, the scenery description is vivid and the brushwork is amazing. Now we will examine and comment on the beauty of this article with appreciation. (You can start from the perspectives of language, structure and description)

Clarity: (for example) the beauty of description:

(1) Positive description: "The two sides of the strait are connected with mountains, and everything is indispensable; The image of "the boulder is heavy, covering the sky and the sun" generally describes the geomorphological characteristics of the Three Gorges;

(2) Side contrast: The phrase "From the pavilion at night, there is no rising moon" reflects the mountains of the Three Gorges, which are endless and cover the sky.

Fourth, expand research.

1. Imitate the writing in the second paragraph of Three Gorges and write the scenery of spring breeze.

2. Collect information about the Three Gorges after class and try to compare the Three Gorges in ancient and modern times.

3. After class, read Wu Yun's Book with Zhu Yishu and Su Shi's Night Tour in Chengtian Temple, etc. The scenery is beautiful. Try to compare it with this article.

4. Collect information about the Three Gorges after class and start a discussion about the landscape protection of the Three Gorges. Themes can be designed as:

(1) Is it to protect the natural scenery of the Three Gorges or to continuously develop and utilize the water resources of the Three Gorges?

(2) In today's deteriorating environment, how to maintain and continue the unique charm of the Three Gorges?

Random thoughts on teaching

"Three Gorges" is a text in the new textbook of Grade 8 of People's Education Press. In these two classes, we focus on how to make students explore the characteristics of China's classical scenery and writing independently on the basis of self-study. First, let students get perceptual knowledge from documentaries describing the scenery of the Three Gorges, produce positive and beautiful feelings, form a psychological tendency of loving questions, being willing to explore and studying hard, and then stimulate them to use what they have learned to solve practical problems, and have a strong desire for discovery and innovation.

Properly "handling" teaching materials is the starting point to guide students to learn to learn. We selected two parts: "Appreciation of Three Gorges Scenery" and "Characteristics of Three Gorges Full-text Writing" to let students appreciate and discuss, and feel the artistic beauty of the article, which successfully stimulated students' interest in writing classical Chinese after class.

According to the above ideas, we arranged three links in class.

The first link: citation in the text. By playing the multimedia compilation of the scenery of the Three Gorges, the students became interested and inspired their admiration for the great rivers and mountains of the motherland.

The second link: read the text aloud. This link is not only a test of students' self-study of the text before class, but also a method of combining pictures and texts, so that students can further understand the main contents of the text. At the same time, through reading aloud, strengthen students' understanding of the beauty of rhythm, language and artistic conception of prose.

The third link: study the text. This link is the key. Starting from the "problem situation" and adopting the "topic-based" teaching design mode, this paper conducts a dialogue with four different objects on the writing characteristics of the full text. This paper discusses the scenery characteristics, key words, material selection effect, sentence translation and writing skills of the article.

These three links can be summarized in concise language as follows:

Using multimedia to introduce the text (stimulate interest)-→ read the text (feel the content)-→ study the text (learn to appreciate).

"Gain" and "Loss" in the Teaching Process

(1) get

1. This class creates a learning environment of "integration of graphics and text". By showing the documentary about the scenery of the Three Gorges, students have a clear perceptual knowledge of the unfamiliar Three Gorges, which is more conducive to their reading and appreciation of the article. Students can find the corresponding pictures from the text and understand the sentences in the text from the corresponding pictures. Illustrated with pictures and texts is a method of classical Chinese teaching under the new curriculum reform.

2. Choose key points, make students' learning objectives clear, and break the traditional classical Chinese teaching.

The way of "sentence implementation, sentence translation" Let students learn independently according to the text and translation, cultivate students' ability to read simple classical Chinese independently, and enhance their ability to learn independently.

3. Make a breakthrough in implementing the key points and difficulties of the article, and conduct various explorations to let students understand the landscape characteristics and writing characteristics of classical Chinese prose, so that students can understand the text content more deeply, and the effectiveness of teaching is obviously strengthened.

4. Realize the concept of independent research in Chinese classroom learning. The first is to explore the learning process. The whole teaching process is a process in which students take the "Three Gorges" as the "origin", constantly discover new points of interest, and constantly explore and study, rather than a process completely arranged by teachers in advance. Secondly, it is characterized by students' personalized autonomous learning. Under the guidance of teachers, students explore problems independently, and then cooperate with the research group (four people as a group) to share resources, exchange and discuss, form a relatively concentrated view of the research group, and conduct multi-directional public exchanges in the classroom.

(2) Loss

These two classes are an attempt to carry out "research study" in rural middle schools. It takes a slow process for students to change from "receptive learning" to "research learning" at once. Therefore, students should be allowed to learn the original text and translation by themselves first, so that they can enter a "receptive learning" situation first, and then conduct "research learning" on this basis. Otherwise, it will affect the whole teaching effect.

Students seldom do this research before, and there are many shortcomings in the research level. If you can't ask questions around the teaching objectives; The depth of the problem needs further hints from the teacher; The ability of rational generalization is poor when answering questions, and teachers need to make a better summary.

It is difficult for teachers to accurately grasp the problem design and time allocation in all aspects of teaching. The main performance is that after the question is put forward, there is a big gap between students at different levels in understanding and accepting; There is not enough time for students to exchange and discuss in class and present personalized research results.

Under the guidance of the new curriculum standards, there will inevitably be some problems in the flexible use of new textbooks. Therefore, the new problems need to be better adjusted and improved in the future specific teaching.