Hometown speech

As a tireless people's teacher, it is often necessary to prepare a lecture, which is conducive to the improvement of teaching level and the development of teaching and research activities. So what kind of speech is good? The following is the speech of Hometown that I compiled for you. Welcome to reading. I hope you will like it.

Hometown Lecture Notes 1 First of all, talk about the teaching materials.

(1) teaching material analysis

Lu Xun's novel "Hometown" is selected from his collection of short stories "Scream". Based on the experience and feelings of "I" returning to my hometown, the text takes the great changes in my hometown in memory and reality as the basic content, and depicts the tragic scene of rural decline, depression and bankruptcy in China during the decade before and after the Revolution of 1911 through the changes of the protagonist's leap in the soil for more than 20 years, revealing the social roots of farmers' life pain and expressing the author. This is a successful short story, especially the text reveals the theme through comparative writing and deepens the successful application of the theme through discussion, which has left a deep impression on readers.

(B) the status and role of the curriculum

Hometown is the first novel in Unit 3 of the ninth grade Chinese textbook of People's Education Society, and it is also a teaching text. According to the arrangement of teaching materials and the requirements of Chinese curriculum standards, Chinese teaching should carry out the spirit of quality education and pay attention to injecting new educational ideas into teaching materials. Teachers are encouraged to improve students' Chinese literacy in an all-round way, develop students' personality and cultivate students' habit of autonomous learning ... Hometown is the first teaching text in this unit, and the writing method of the theme is revealed through comparison, which is a key to the teaching of My Uncle Yule and Fan Jinzhong Residence in Unit 5, and also a key to the teaching of Chameleon in Unit 3 of Book 6.

(3) Teaching objectives

The junior high school Chinese syllabus requires students to learn to appreciate literary works, feel the images in the works, and focus on cultivating the ability to appreciate literary works initially; The new curriculum standard repeatedly emphasizes that teaching design should embody "knowledge and ability, process and method, emotional attitude and values …". In view of this, in the setting of teaching objectives, I emphasize the principle of "three highlights", that is, highlighting "new curriculum requirements", "textbook unit objectives requirements" and "learning characteristics" to design the following teaching objectives:

(1) Knowledge goal: to master the stylistic knowledge related to novels and the works of Lu Xun that have been studied; Preview related words in the prompt.

(2) Ability goal: Understand and use the writing method of contrasting and highlighting the theme of the novel; The role of understanding argument in novels.

(3) Emotional goal: Through learning, I have a deep understanding of the feudal society with disparity between the rich and the poor, and I have great indignation at the unreasonable social system at that time, thus cherishing today's happy life.

(4) Teaching emphases and difficulties

This paper is a novel, and the key to its outstanding theme lies in the comparative description of the characters in it. Therefore, the focus of teaching in my hometown is:

(1) Understand the writing method of revealing the theme of the text by using comparative description;

(2) Understand the role of argument in this paper. The difficulty lies in my mood and feelings when I left my hometown and the philosophical discussion about "hope" in the last two sections of the text.

Second, oral teaching methods

Requirements of syllabus and new curriculum standards: classroom teaching should implement heuristic principles and use appropriate teaching methods to make students truly become masters of Chinese learning, stimulate students' interest in learning and create independent, cooperative and exploratory learning situations. In view of this, I mainly adopt the "coaching" teaching method; Hometown is a masterpiece of modern literature, with 88 natural paragraphs and a lot to teach and learn. In order to make students learn something, it is appropriate to teach long articles and short articles with a single goal, so I adopted the "class goal teaching method".

Third, talk about learning.

Without corresponding learning methods, there is no advanced teaching method in the world that can be successful. Chinese teaching should advocate "cultivating acquisition method" and form a positive behavior pattern in order to achieve the ideal state of "teaching is for not teaching" put forward by Ye Lao. In teaching, students are required to keep in mind the classroom objectives, read the text quickly, perceive the text by drawing circles, sketching and annotating, and actively advocate independent, cooperative and inquiry learning methods.

Four, said the teaching procedure (arrange two class hours)

first kind

(A) the introduction of new courses

A good beginning is half the battle. In order to review the old knowledge, achieve the purpose of reviewing the old and learning the new, and stimulate students' interest in reading, I introduced the new curriculum teaching in this way.

Students all know that Lu Xun is a great writer, thinker and revolutionary in China. Today, let's learn another novel "Hometown" (the title of blackboard writing) written by him in the collection of "Scream" by 192 1 Throughout the ages, many literati have expressed their yearning for their hometown. Li Bai's "Looking up, I found it was moonlight, and then sinking, I suddenly remembered home" has a deep homesickness between the lines. Now let's take a look at Lu Xun's hometown.

(B) Introduction of writing background

It is necessary to introduce the writing background for students to better understand the text. The new curriculum standard specifically points out: "Change the tendency of curriculum to pay too much attention to imparting knowledge and emphasize the formation of positive learning attitude, so that the process of acquiring knowledge and skills becomes the process of learning to learn and forming correct values." In view of this, the writing background is introduced by students and supplemented by teachers: before class, students are required to review Chapter 6-Chapter 10 of the History of China in Grade Two, to understand the social reality of China in the period of 1900- 192 1, and teachers should supplement the author's writing reasons appropriately in class to realize subject integration.

(3) Show the objective of this lesson (in the objective (1) and objective (2), use the writing method of comparative description to reveal the theme)

(4) study the text and implement the goals.

1, the overall perception of the text

According to the preview before class, check the students' completion of the following tasks:

(1) preview tips and master the pronunciation and meaning of related new words in the text;

(2) Will briefly retell the story according to the structure of the novels "Returning Home", "In My Hometown" and "Leaving My Hometown". (3) Can find out the main characters described in the three plots. (Clear: Runtu, Yang Er)

Design intention: Understand literary stylistic knowledge and common sense, clear language barriers, and implement the goal (1); Grasp the context and basic content of the full text, clarify the structure of the work, and cultivate students' ability to read independently.

2. Make an in-depth analysis of the teaching materials and implement the second teaching goal of this lesson.

The article "Hometown" mainly reveals the theme of the article through comparison. Therefore, I mainly guide students to grasp the "three changes" in Hometown and experience the use of comparative methods to analyze the text. I designed the following questions:

(1) What changes have taken place in the appearance, movements, demeanor and attitude towards me of "Runtu" and "Yang Er" in this article 20 years ago and 20 years later?

The design of this question is intended to implement the "change" of hometown, that is, "the change of characters" The specific method is to divide the whole class into two groups, and let male and female students draw the relevant sentences describing Runtu and Sister-in-law Yang Er in the book respectively; Then let male students fill in the soil change form for teenagers and middle-aged people; Then the teacher instructs the students to read the important sentences describing these two characters carefully, mainly in the form of role reading, especially the natural paragraphs of 45-52. Guide students to imitate the tone of the characters, and then discuss and summarize the characters' personalities. (Characters on the blackboard)

(2) My hometown 20 years ago is different from my hometown 20 years later. Draw the main words describing hometown.

The design of this problem is intended to implement the "two changes" in hometown, that is, "environmental changes." The specific method is to let students read the sentences about environmental description in the text and draw the key words; Then ask the students to raise their hands and answer, and the teacher will make appropriate explanations.

(3) Do I have the same feelings for my hometown in memory and my hometown in reality? Why?

This topic is intended to implement the three changes of harmony in Hometown, that is, "the change of my mood". The specific way is to ask students to sketch and taste the relevant sentences first, and understand their meanings in combination with the above-mentioned "two changes". After the students raised their hands to answer, the teacher gave an analysis: "I"-the infinite yearning for my hometown in memory, not only because I have to move to another place from now on, but also because of my poetic childhood life in my hometown; For the hometown in reality, there is only disappointment, and this change of mood is due to the change of human feelings and environment in the hometown.

After analyzing the "three changes" in the article, I designed the question (4): What caused the desolation and ruin of my hometown and the numbness and recklessness of my hometown people?

The purpose of this topic is to guide students to understand that the author reveals the profound theme contained in his works by "changing" specific teachers to talk about personal views. This design also reflects the relevant requirements of the new curriculum standard: that is, to appreciate literary works, students can have their own emotional experience; I can write my own comments on the ideological and emotional tendencies of my works in connection with the cultural background.

(5) Summarize and point out the methods.

The ancients said that it is better to teach people to fish than to teach people to fish. Textbooks are nothing more than examples, and the ultimate goal of teaching is to teach students how to read and appreciate novels. Therefore, I first asked the students to talk about the methods of reading and appreciating novels according to their experience in learning novels in this class, and then the teacher instructed them to read and appreciate novels from three aspects: appreciating characters, appreciating plots and appreciating the environment. This class is mainly to understand the theme of the novel by appreciating the characters and the environment.

(vi) Conclusion

Classroom teaching is an art, and a good conclusion should receive the practical effect of lingering sound. In view of this, I have designed this conclusion:

How unfortunate it is to leap the soil! The little hero in the watermelon field no longer exists. Many children, famine, soldiers, bandits and officials made him look like a puppet. That "tofu beauty" became a "thin-footed compass; The beautiful hometown in my memory has become so desolate! Is this the hometown I miss day and night? This is my haunted hometown?

As a thinker and revolutionary, Lu Xun naturally won't stand by and be indifferent to the sufferings of his hometown; He must have a strong desire to transform the old society and create a new life. He must have it!

(8) Blackboard design (omitted)

Design intention: the oppression of feudalism and imperialism is like a cross, and the working people in the old society suffered greatly, just like being nailed to the cross. The upper part of blackboard writing is the change of leap soil, the lower part is the change of Yang Er's sister-in-law, and the word "change" in the middle reflects the writing characteristics of contrast. It also outlines the main points of this course. )

In short, in the whole teaching process, I always focus on the main line of "showing goals and implementing goals", and implement heuristic, discussion-based teaching and students' independent and cooperative learning methods in teaching; Let students perceive the text as a whole, clarify the structure of the text, master the writing method of "three changes", and go straight to the subject, just like leading a cow by the nose or casting a net for fishing. It not only highlights the key points, but also avoids the practice of analyzing paragraph by paragraph from beginning to end, which stimulates students' interest, highlights students' learning subjectivity and improves teaching efficiency.

"Hometown" Lecture Notes 2 I. Talking about Teaching Materials

Hometown is selected from Unit 3, Grade 9 of junior high school Chinese textbook 14. This is a novel written by Lu Xun. Based on what the writer saw and heard in the process of returning home to meet his mother and nephew, this paper focuses on the description of his childhood partner's moistening the soil, which embodies the author's criticism and thinking on feudal system and human nature and highlights the author's abandonment of feudal system and thought. In this paper, flashback technique is used to create the three-dimensional image of the protagonist Runtu, and the central theme of this paper is reflected through the transformation of the character image. Therefore, I will take the analysis of the reasons for the change of characters' personality as the focus of this class.

Second, talk about learning.

We often say that the main body of teaching is students, and the ninth-grade students have reached a proficient level in the accumulation of basic vocabulary, and they are no strangers to the novel style. However, it is still difficult to understand the central theme of the novel, and it is necessary to summarize the methodology of the narrative style of the novel, and the analysis of the character characteristics needs further training. Therefore, I regard the grasp of the narrative style of novels and the analysis of characters' personality characteristics as the focus and difficulty of teaching.

Third, talk about teaching objectives.

According to the characteristics of teaching materials and students, I have formulated the following three dimensions of teaching objectives:

Knowledge and ability: read the text with emotion and correctly grasp the narrative order of the article.

Process and method: Through the teacher's teaching and group cooperation, let the students skillfully analyze the personality characteristics of the characters.

Emotional attitude and values: Combining with the background of creative times, let students deeply understand the author's attitude of abandoning feudal system.

Fourth, talk about the difficulties in teaching.

According to the above contents, I have determined the teaching focus: let students skillfully analyze the personality characteristics of characters through teachers' teaching and group cooperation.

Difficulties in teaching: Combining with the background of creative times, let students deeply understand the author's attitude of rejecting feudal system.

Verb (abbreviation for verb) talks about teaching methods.

Group cooperative inquiry method, multimedia-assisted teaching method and conversation method.

Below I will introduce my teaching process, which is also the core link of my lecture.

Sixth, talk about the teaching process.

(A) the introduction of new courses

Lead-in is the process of bringing students into the text from life. Therefore, in this session, I will ask students to talk about the recurring elements in Lu Xun's novels that they have studied before, based on what they have learned. After several rounds of interaction, I will guide students to pay attention to: Luzhen. Interaction in the introduction can fully mobilize students' classroom participation, and it is easy to grasp their attention and introduce topics.

(B) the overall perception

First of all, ask students to recall Lu Xun's novels and talk about the significance of Lu Zhen in Lu Xun's novels. Students should be able to quickly answer that Luzhen is the social environment where the story takes place, and at the same time provide space for the activities of the characters and the progress of the story. Then, I will ask the second question, that is, what is the narrative order of this article, so as to guide students to pay attention to the "narrative" skills. Through this process, students can successfully analyze clues, sum up the context of the article, and pave the way for the later in-depth text.

(3) in-depth study

In-depth study aims to reflect the whole article through the details in the article and guide students to master the main content of the article.

First of all, I will let students review the method of character image analysis, and use this method to quickly analyze the image of young leap soil, which is the content that students have been exposed to in primary school and the demonstration process of teachers' learning methods. Through this process, students can effectively review the contents of juvenile leap soil, and at the same time consolidate the method of personality analysis to prepare for the next link of learning.

Then, I will let the students read through the text and analyze the image of middle-aged leap soil in groups. After interaction and comments, students will find that there is a strong contrast in personality between middle-aged and young people, which is the only process to stimulate students' curiosity. Next, I will ask a question to further strengthen students' curiosity, that is, why the leap soil has changed like this. After group discussion, students will find "external reasons-turbulent times, oppression by the ruling class; Internal reasons-Runtu's own character; The formation of Runtu's own character is deeply influenced by the feudal system and its social era. " Through this round of study, students have been exposed to the central theme of this article. In order to further highlight the main idea, I continued to ask the following extended questions: How to understand "I know I'm going my way"? What is the significance of Lu Zhen in this article? Through reading, discussing and thinking, students can easily find that this sentence uses pun rhetoric. On the one hand, "road" refers to the waterway that the author takes, on the other hand, it refers to the ideological road that the author takes, that is, the democratic and scientific road that abandons the old society and system. Lu Zhen has been deeply influenced by feudal thoughts in Lu Xun's novels. In this paper, Luzhen is a symbol of feudal thought and system, and the author's leaving Luzhen and never coming back represents a break with feudal thought and system. At this point, my three-dimensional goal has been realized.

(4) Summarize the homework

In this lesson, I will ask students to describe the content of this lesson further according to the blackboard writing. And take the relationship between character description and theme as homework, so that students can deepen their understanding of the theme and prepare for the analysis of character description language in the next class.