Lecture notes on "A Lost Mountain Village"

"A Disappeared Mountain Village" Lecture Notes

1. Lecture Materials

1. "A Disappeared Mountain Village" It is an article in the "Chinese Reader - Compulsory Course One", a companion book to the standard experimental textbook for general high school courses published by the Jiangsu Education Press, and belongs to the topic of "Conversations with Nature". This article involves the humanistic motif of "Man and Nature" and belongs to the category of "Perception of Nature". It expresses people's aesthetic perception and philosophical thinking of nature; it embodies the concept of "Reading and Appreciation" of the new curriculum standard and textbooks. The setting focuses on strengthening students' aesthetic education of natural beauty and humanistic beauty, allowing students to cultivate their temperament, cultivate their souls through reading, and inspire the emotion of cherishing nature.

2. This article is a typical prose with a clear structure and diverse themes. The first to third sections of the article point out that the mountain village where the author lives hides a history of joy and sorrow; in the middle section, the author makes associations based on the scenery before his eyes and expresses his unique life insights; in the last section, he summarizes the inspiration given to the author by the natural scenery. In terms of writing style, the structure of the whole text is similar: the author selects the natural scenery of a vanished mountain village, superimposes the author's rich imagination, and alternately presents the past and present of a mountain village in front of readers, giving readers a sense of nature and life. The unique sentiment makes people sigh about the changes of time and space and the change of things and people, and expresses the author's good wishes to cherish nature, cherish life and create a peaceful homeland.

2. Objectives and key points of teaching and learning

An important concept of the new curriculum standards is to focus on inquiry and aesthetics, and guide students through teaching activities to dialogue with texts in a diverse and individual way, and then Cultivate correct emotions, attitudes and values. The language of this prose is fresh and clear, the scenes it touches are rich, and it contains profound life experiences. Studying this article mainly guides students to experience the life feelings caused by natural scenery; the focus of teaching is: strengthening the aesthetic education of natural beauty, while expressing their feelings for the mountains and rivers. Cultivate sentiments and enhance spiritual realm, allowing students to cultivate their temperament, cultivate their souls through reading, appreciate the diversity of nature, cultivate aesthetic ability and appreciation of individuality, and stimulate the emotion of cherishing nature. Therefore, on the one hand, it is necessary to guide students to enter the text, understand the article as a whole, and train students' reading comprehension ability of the text; on the other hand, it is also necessary to cultivate students' aesthetic ability of the inner interest of the article. Based on this thinking and with reference to the three-dimensional goal requirements of the new curriculum standard, the following teaching goals and key and difficult teaching points are determined.

(1) Teaching objectives:

(1) Understand the author and be able to recognize and memorize common and important new words that appear in the text. (Preview before class)

(2) Read the article carefully, understand the main idea, and understand Mr. Feng Zhi’s modern and life-colored perceptual knowledge embodied in the article, and cultivate students’ understanding of the text in relation to the context. Comprehension and aesthetic ability. (Classroom Insights)

(3) Let students cultivate their temperament through reading and appreciation, cultivate their thoughts and feelings of cherishing nature, cherishing life, and creating a beautiful home. (Extracurricular extension)

(2) Important and difficult points in teaching.

(1) Understand the rich connotations of the images described in the article. Learn to capture the unique aesthetic perception of all things in nature, improve your aesthetic taste, and express them in beautiful forms.

(2) Learn the structural characteristics of prose, appreciate the language characteristics of beautiful prose, ponder their rhetorical skills, and appreciate the natural meaning of the article.

3. Preaching and Learning

As a piece of prose, repeated reading is a shortcut to increase accumulation, deepen understanding, and enter the author’s emotional world. For this reason, the teaching method of this article mainly adopts the reading and appreciation method of "coarse reading", "intensive reading" and "study reading", using reading instead of teaching, and reading to promote thinking. In terms of learning methods, the teaching steps of "summary", "points", and "summary" can be alternately promoted to implement teaching, and the methods of independent question setting, cooperative discussion, and joint inquiry can be used.

4. Teaching process

(1) Introduction to the new lesson

(The purpose of designing this introduction is to touch on the topic of human beings and nature, and lead students into into the situation.

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(Teacher guidance) The modern essayist Mr. Yu Qiuyu once said this in his collection of essays "A Thousand Years Sigh": One percent of natural scenery can be written into history. One in a thousand can become a landscape, and one in ten thousand can inspire poetry. This is the magic and beauty of nature that we rely on for survival. She is rich and colorful, and continues to come, not only nurturing all living things, but also nourishing the human soul. Throughout the ages, countless literati have expressed emotion when faced with scenery that can inspire poetry even if it is only one ten thousandth, sharing the joys and sorrows of nature. In this lesson, let us get closer to the writer Feng Zhi and listen to his spiritual collision with nature.

(2) Understand the author and help students accumulate literary knowledge

(First let the students speak freely and talk about their understanding of the author. Then the teacher will use the projection display method of the information to Integrate supplements so that students have a relatively complete and clear understanding of the author)

Feng Zhi (1905-1993), a famous modern poet. His original name was Feng Chengzhi, a native of Zhuoxian County, Hebei Province. He was admitted to Peking University in 1921. After 1923, he was influenced by the New Culture Movement and began to publish new poems. In April 1927, he published his first collection of poems, "Songs of Yesterday", and in August 1929, he published his second collection of poems, "Northern Journey and Others", recording his teaching life in Harbin after graduating from university. In 1930, he went to Germany to study, where he was influenced by the German poet Rilke. Five years later, he obtained a doctorate in philosophy and returned to Kunming, which was peaceful during the war, to teach at the Southwest Associated University as a professor of foreign languages. In 1941, he created a set of poems that were later collected into the "Sonnets", which had a great influence. Feng Zhi's novels and prose are also very outstanding. His representative works of novels include "Cicada and Late Autumn" and "Zhongni's General Mourning" in the 1920s, and "Wu Zixu" in the 1940s; his prose works include "Cicada and Late Autumn" written in 1943. "Landscape" collection. Lu Xun called him "the most outstanding lyric poet in China". His prose is also fresh, clear and unique. Hanyuan poet Li Guangtian once said: Mr. Feng Zhi's prose is so clear and subtle, showing the sublime in ordinary things and the beauty in simple words. It is really the best in prose.

(3) Text study

Based on the teaching requirements of the new curriculum standards and the applicable characteristics of humanistic connotation and Chinese learning tools, the main learning method of this article is determined to be text study. The learning method of text study is conducive to cultivating students' ability to express some delicate emotions and aesthetic experiences, and cultivating their aesthetic and literary qualities. When studying, the ability to comprehend the connotation of the article should be highlighted in text interpretation, and students' aesthetic ability to question and explore the core points of the text should be cultivated. The two should be organically combined in the entire process of text study. Considering the selection and classification of selected texts in the teaching material system, teachers should closely follow the humanistic connotation, strive to be innovative in teaching methods, and try to avoid falling into the trap of traditional interpretation.

1. Read the full text roughly and get an overall perception

(1) Reading?: (The purpose is to cultivate a sense of language, familiarize students with the content, and lay the foundation for subsequent questioning and inquiry)

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(Teacher guidance) Good prose comes down to three factors: emotion, knowledge, and literature. Love means feelings and true feelings, knowledge means knowledge and learning, and literature means unique personal words and expressions that are different from others. Feng Zhi's prose reflects this aesthetic feature. The writing is like flowing clouds and flowing water, with natural flow, the pen turns at will, and the scroll rolls freely; it is sincere and frank, and has strong lyricism. Ask the students to open their books and read this article aloud.

(2) Questions: (Ask questions: display on the projection screen, let students familiarize themselves with the text with questions)

(Teacher guidance) This article focuses on nature and life double perception. The focus of interpretation should be to think about the following questions in order to clarify the ideas of the article and pave the way for exploring the essence of the text. Ask students to read the text with the following questions and look for answers, so that they can have a preliminary understanding of the text content.

1. What is the author’s basis for conjecturing that mountain villages hide the history of joy and sorrow?

2. What scenery does the author describe as a carrier of feelings?

3. The author’s expression What kind of life feelings do you have?

(3) Talk?: Exchange and question students’ feelings after studying.

It can be divided into the following two steps: first, students answer the questions raised by the teacher questions; students then ask questions on their own, and the teacher selects representative questions based on the writing purpose of the text and writes them on the blackboard for later use.

2. Read the part intensively and appreciate the taste

(This is the focus of the teaching of this class, which is carried out by combining the teacher’s demonstration appreciation with individual appreciation.)

(1) Let students read repeatedly the content of the article they think needs to be explored.

(2) Teacher Demonstration and Appreciation Section 5

(Key points: Describe the stream in front of you? Imagine the people who raised you in the past? Feel the interconnectedness of human voices.)

< p> (3) Inspire students to think: What associations arise from the scene in front of them in the following sections? What is their perception? Each expresses his or her own opinion, and the teacher randomly makes comments to achieve the purpose of teacher-student interaction.

(Clearly: From the grass, you can feel the tranquil beauty of life; from the colorful fungi, you can feel the beauty of life; from the gall tree, you can feel the insignificance of life; from the howling of the wild dog, you can feel the fear of suffering in life. ; Feel the horror of death through the hissing of deer)

(4) Further guide students’ inquiry: What is the deepest impression on you from the author’s description or expression?

(This The design purpose of the first question is to allow students to go deep into the text, dialogue with the text and the author, and understand the important role of nature in enriching people's life experience, thereby stimulating the emotion of cherishing nature and truly achieving joy. . )

(5) How to understand the last paragraph of the article?

(Clearly: it is the highlight of the article, which summarizes the overall understanding of nature. ①Nature nourishes human beings, ②Life spans Time and space are connected. )

3. Study the article and sublimate your understanding

(Explore the profound meaning of the title on the basis of intensive reading. This is the difficulty of studying this article. Through student cooperation Inquiry and communication, the teacher pays attention to the connection of relevant content, and pays attention to the decomposition of the problem and the gradient of the problem design when leading. The connotation of a sentence?

Clear: ?A stormy moment? That is the year when the author wrote: 1942, which was also a catastrophic era. The author's sentiments have a strong color of the times, and express his desire to cherish nature, cherish life, cherish peace, and create a beautiful home for mankind. This is also the author's intention in writing this article. )

(2) The author quoted the poem from "Businessman" by Song Dynasty poet Li Zhiyi: "I miss you every day without seeing you, I drink the water of the Yangtze River every day?" What's so clever about it? A small tree What rich associations do the sagebrush and some colorful fungi carry with the author? In addition to the visible natural things that can span historical time and space, what other invisible things are there?

(The purpose is to let students Fully experience what the author experienced in this mountain forest, and let them think about what the author thinks about, such as topics about the meaning of survival: life and death, illness, rise and fall, etc.)

　4. Guide students carefully. Ponder and carefully understand the characteristics of Feng Zhi's prose

(As a famous modern poet, Feng Zhi's prose is fresh and clear, has poetic language, and contains profound life experience. Although it is a modern Students should also be guided to think carefully and understand the essay carefully)

Projection display: Li Guangtian once made a high evaluation of Feng Zhi’s prose:? Another example is Mr. Feng Zhi, who wrote in recent years. Some of the prose is actually poetic, so clear, so implicit, showing the sublime in ordinary things and the beauty in simple words. It is really the best among prose. Sima Changfeng commented on Feng Zhi in "The New History of Chinese Literature": "Regardless of the skill and intensity of his writing, as well as the breadth and depth of his taste, Feng Zhi can be regarded as the greatest essayist in his harvest period."

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Teacher: Ask students to find the language in the article that you think is wonderful, and then organize discussions and exchanges.

(When leading students to discuss, highlight the characteristics of clarity and subtlety, seeing the sublime in ordinary things, and seeing the beauty in simple words)

5. Summary of the full text , assign homework

1. Summary

(Teacher guidance) The author once said: People cannot forget the foundation of life for the sake of meaningless noise. They must be in loneliness and Experience the meaning of life through observing plants, trees, birds and animals. ? After we have studied this article, we must understand the author's good wishes to cherish nature, cherish life, and create a peaceful homeland.

2. Assignment [Expression and Communication]

Organize an activity to get close to and experience nature, comprehend the beauty of nature during the activity, and express these feelings. ;