Speech by Mr. Fujino, a junior middle school Chinese teacher.

Speech by Mr. Fujino, a junior middle school Chinese teacher.

? Talking about class? It is a new thing in the teaching reform, a new teaching research form for teaching research, teaching exchange and teaching discussion, and a further development of collective lesson preparation. The following is my speech about Mr. Fujino, welcome for your reference!

First of all, talk about textbooks.

This text is an article in the first unit of Chinese in the second volume of Grade 8. The theme of this unit is to recall one's unforgettable experience on the road of life, or to show the life side of celebrities and great men and reveal the meaning of life. "Mr. Fujino" describes the author's life in Japan from the late summer of 1902 to the early spring of 1906. The writing time is 1926+00, 12, more than 20 years after Lu Xun left Mr. Fujino. During Lu Xun's early study in Japan and the Russo-Japanese War, many Japanese were deeply poisoned by narrow nationalism, but Mr. Fujino was not affected by the bad air. Lu Xun deeply felt the greatness of Mr Fujino's personality and praised his professional ethics and friendly feelings towards the people of China with gratitude.

Lu Xun originally wanted to leave? Studying medicine to save the country? This way, but? Anonymous letter storm? And then what? Movie events? It greatly hurt his national self-esteem and made Lu Xun realize that to save the country, it is necessary to cure the people's numbness and ignorance, which requires awakening the sleeping people with literature and art, so he decided to give up medicine and join literature. This move is an expression of the author's patriotic thoughts and feelings. We also know that junior high school students are also in the period of self-awareness awakening and youth rebellion. Let them know the experiences of celebrities and great men, their personality charm and life pursuit, which can arouse students' inner feelings and guide them to think about their own pursuits. So according to the content of the text and the actual situation of students, I have determined the following teaching objectives:

1, accumulate words, read the text aloud, and grasp the content and theme of the article;

2. Clear the train of thought, comb the clues, and understand the emotional color and style characteristics of the language;

3. Learn the writing methods of selecting typical events, grasping the main features and expressing the noble qualities of characters;

4. Feel the noble quality of Mr. Fujino and the author's strong patriotic feelings.

Let students feel the noble qualities of Mr. Fujino, such as integrity, enthusiasm, rigorous scholarship and no narrow national prejudice, and understand the ideological transformation process of Mr. Lu Xun's abandoning medicine for literature, which is the focus and difficulty of teaching.

Second, talk about teaching methods and learning methods.

This article is very long and involves many people and things. Teaching takes 2 class hours. And if you don't care about anything in the lecture, you will ignore one thing and give it to the students? Fragments? This feeling. This requires teachers to grasp the text as a whole and highlight the key points and difficulties. Of the two key points in this paper, the communication with Mr. Fujino is a narrative clue, which is easier for students to grasp, so I will conquer it. Feel the noble quality of Mr. Fujino? This key point, on this basis, allows students to experience Lu Xun's patriotism. From easy to difficult, grasp the two key points of this article. However, in order to truly become a classroom for students and truly make students the masters of learning, we must mobilize students' enthusiasm. To this end, I designed a center? Question? Encourage students to use group cooperation to complete the interpretation of the text in cooperation and exchange, and guide students to feel the noble quality of Mr. Fujino. However, in order to understand Lu Xun's patriotic feelings, the words of the author's strong thoughts and feelings are revealed between the lines of the text, and students must be allowed to gain experience through reading aloud.

Third, talk about the teaching process

(first class)

(1) Check the preview

Can I see it? Read and write? Ask students to pronounce correctly and understand the meaning of words.

(B) the introduction of new courses

Learning needs a good teacher. A good teacher sometimes has a profound influence on students' lifelong development. When Lu Xun was in turmoil in his country, he went to other countries to study. When he was repeatedly insulted in his hard pursuit, a mentor gave Lu Xun great courage to fight with selfless love and sincere help. Who is this teacher? Mr Fujino.

(3) overall perception, discussion and research:

First, let the students read the title, guess the content of the article, and think about what you would write and what the theme is if you were asked to write this article without reading the text. This link allows students to play freely as long as it is reasonable or self-evident.

Students usually say to write some stories with their teachers and reflect this person by writing something. At this time, the teacher praised the students because his writing ideas were the same as those of Lu Xun, a great writer. However, the teacher also pointed out that the story of Lu Xun and Mr. Fujino was written from the beginning of the text. Arouse students' thinking about the paragraph level of the article and Lu Xun's intention to arrange the materials in this way.

Second, let the students read the full text silently, circle several places where the article has changed, divide the paragraphs according to the shift of time and place, clarify the level of the paragraphs, and focus on the communication between Lu Xun and Mr. Fujino.

(1) Being, expressing disgust;

(2) Existence, memory and communication;

(3) Yes, I expressed my views on Mr. Fujino.

Perceive the structure of the article by circling the whole, so as to make it clear that the full text is based on the communication with Mr. Fujino, which is a bright line of the full text. )

(4) Reading and appreciation

This link focuses on breaking through other learning points in this lesson? Understand Mr. Fujino's noble quality, and learn the writing method of depicting characters by selecting typical cases. Ask the students to read the second part quickly with the following questions? In Sendai? . (Complete the understanding of the text through group cooperation)

(1), what does this part mainly describe? What qualities did Mr. Fujino show respectively? Please summarize it in concise language;

(2) Use a sentence in the article to evaluate Mr. Fujino in Lu Xun's heart. Tell me why.

Combined with the first question, this part summarizes four things and shows the noble quality of Mr. Fujino in many ways: (The teacher finished writing on the blackboard according to the students' answers. )

Revise my handout? Integrity and enthusiasm, serious and responsible work, meticulous.

Correct the anatomical map? Enthusiastic concern, strict requirements

Care about anatomy practice? Honesty, selflessness, sincerity, sincerity

Do you know about women's foot binding? Conscientious and realistic, rigorous in academic research

Through typical examples, grasp the main characteristics and make students realize the benefits of portraying characters. Pass the second question Great? This word connects the front and back of the text, so that students can focus on Mr. Fujino's noble quality without national prejudice. Although Lu Xun is a weak national, Mr. Fujino gave him enthusiastic help and guidance. What are Lu Xun's medical professional achievements? Pass? . This? In short, it is for China, that is, I hope that China will have new drugs; Generally speaking, it's for academics, that is, I hope new medicine will spread to China? . But the Japanese? Patriotic youth? But you have no reason to doubt. Borrow? After reading Lu Xun's notes, their words and deeds are full of discrimination against the nationals of weak countries. Mr. Fujino and? Patriotic youth? The attitude towards Lu Xun is completely different, forming a sharp contrast.

Why did Lu Xun abandon medicine and join literature when he met such a good teacher? What touched him? Stimulate students' thinking and naturally transition to the key content of the second class. )

In the second class, we arranged an expansion? Compare appreciation? Teaching links of emotional transfer. Use the versatility of the content of the article to grasp the emotional clues of the article through expansion and extension? Lu Xun's understanding of patriotism can improve students' thinking level and quality in extended reading, encourage the development of students' independent thinking ability, and stimulate their consciousness of questioning and distinguishing doubts. Let in-class teaching go out of the classroom and improve students' language expression ability at the same time.

( 1)

This poem has been translated into vernacular poetry.

Motherland, my mind can't escape Cupid's arrow,

Although you are stormy and dark as night. Even if you don't understand my feelings, I will give my blood to you!

Self-titled portrait

Ggv 10 has no plan to escape the arrow of god.

The storm is like a rock, and my hometown is dark.

I want to send a message to Han Xing.

I am determined to dedicate my life to my motherland.

Introduction: Introduce the self-titled portrait of Lu Xun, introduce the reading materials, and feel the patriotic feelings of the author.

(The lead-in link guides students into the learning state, arouses students' admiration and emotion for Lu Xun's patriotism, and creates a wonderful classroom teaching atmosphere. )

(2) Appreciation and analysis

1. Reading: Let the students read the first part of the text with emotion and circle the words and sentences that can show the patriotic feelings of the author.

Cultivate students' ability to search, select and judge information, understand the patriotism revealed by the author between the lines, and enable students to master key words (such as? So much for Tokyo? 、? Is it really beautiful? Gloss? Feel the author's thoughts and feelings. At the same time, the teacher led the students to realize Lu Xun's superb artistic skill of depicting the mind with lines, which Lu Xun grasped? Braids? What are the characteristics of writing? Qing students? The appearance of a painting is not so much an appearance as a painting of the mind? He expressed profound and rich contents in simple and simple language, which has the effect of making the finishing point. Improve students' artistic cognitive ability.

2. say: the teacher raised the topic:? Without patriotism, Lu Xun would let the students fully discuss and speak. When answering questions, read aloud the sentences that can express Lu Xun's feelings in the text.

For example, without patriotic enthusiasm, Lu Xun would not have gone to Japan to seek the way to save the country and the people.

Without patriotism, would Lu Xun not hate it? Qing students? If you don't learn and have no skills, you won't be full of disappointment in Tokyo, and you won't go to Sendai to meet Mr. Fujino.

If there is no patriotism, there is no so-called Japan? Patriotic youth? If you are outraged, you won't give up medicine and join literature?

This topic can activate all students' thinking and build a bridge between students and texts, and between students and authors. In this analysis, students can deepen their understanding of the theme of the work and realize that the emotional clue of the work is Lu Xun's patriotism. So as to understand the role played by the beginning of the text. )

3. Ask questions to make up for doubts: Students ask questions independently (they can be puzzled or questioned).

(3) Emotional transfer

Lu Xun came to Japan to study medicine, hoping to save the country through medicine. When he found that healthy citizens could only make meaningless propaganda materials and spectators, he chose to abandon medicine and join literature. What do you think of Lu Xun's life choices?

The purpose of designing this link is to make students think better about the relationship between individuals and the country, and to make students understand that the choice of life should be meaningful.

(4) Transfer

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