High school senior Chinese language course "The Man in the Box"

Part 1

Keywords: Comparative reading of Chekhov and Belikov’s characters

1. Teaching materials

"Pretend "The Man in the Box" is the second text in the first unit of compulsory course 5 in the high school Chinese language textbook (People's Education Press Edition). The author is the famous writer Chekhov, and the genre is a novel. As the final unit of novel teaching in high school compulsory courses, this unit is crucial to develop students' good habits of reading and appreciating novels. The three elements of the novel have been analyzed in detail in "Lin Jiaotou Fengxueshan Temple". This lesson is not only an application of the knowledge learned, but also a summary of the study of novels. According to the requirements of this unit in the "Outline" and combined with the focus of this unit, I followed the principle of step-by-step and determined the teaching objectives of this lesson as follows: learn character description techniques and understand Belikov's social significance; summarize character images through character description techniques ; Understand the dangers of being conservative and enhance the awareness of innovation.

The rich plots and vivid language make it easy for students to stay on the lively surface and ignore the social significance of the characters when reading novels. Based on the above reasons, I determined that the important and difficult teaching points of this article are as follows: summarizing the character image through character description techniques; understanding the social significance of the character Belikov; multimedia-assisted teaching; two class hours.

2. Teaching process

In order to achieve the teaching goals, break through the key points and difficulties of teaching, and arrange the following teaching steps according to the cognitive rules:

1. First do In one experiment, a student's head was wrapped in a plastic bag, and then he was asked to talk about his feelings. Students will say they feel bored or want to get out of the bag, etc., thus introducing a new lesson. (The purpose of this design is to stimulate students' interest in the novel)

2. Introduce the author Chekhov. (The purpose is to enrich literary knowledge)

3. Read the text quickly and sort out the plot. (The purpose is to grasp the overall structure of the article)

4. Summarize the character image through character description techniques. (This is the teaching focus of this article. In order to highlight the key points, I used the enlightenment method, situational method, and discussion method to complete it.)

Discuss: "What kind of character image does the work portray?" In the overall perception On the basis of the text, it is not difficult for students to find that when the author portrays the character of Belikov, a lot of ink is focused on describing the love between Belikov and Varenka, as well as on Belikov’s appearance, living habits and On the description of thought and character. The work depicts the image of a feudal defender who is closed, backward, timid, suspicious, ignorant and conservative.

Look for: "How did the author portray this character?" What are the benefits of using these expression descriptions? It depicts Belikov's closed and backward character. "Of the two incidents, which one do you think is the most vivid and vivid description?" Is it still appropriate for a middle school teacher and a girl to ride bicycles? What good can be expected from students if teachers ride bicycles? All they could do was walk upside down and on their heads. Why do these languages ??stand out? Because these words directly reflect Belikov's ignorant and conservative character.

Think about it: "What is the social significance of the author's portrayal of the character Belikov?" This is the teaching difficulty of this article. In order to break through the difficulty, in this link, I mainly use the group discussion method , the comparison method is completed. The creation of characters in novels is naturally inseparable from the typical environment, so Belikov's image cannot be separated from profound social roots, which requires contact with the writer's creative background. (Show slide)

The textbook is an excerpt, with more than 4,000 words in total and more than 9,000 words in the original text. It can be seen that a large amount of text has been deleted from the textbook in order to better solve teaching difficulties. I decided to let the students compare the textbook with the original text: under the guidance of the teacher, the students will find that the textbook has deleted the beginning, end, Hualianka's appearance and other plots in the original text, which destroyed the plot. Appreciate Hualianka's appearance. plot. Moreover, the textbook is directly narrated in the first person, with my colleague Belikov as the opening statement, which makes it seem blunt and straightforward; the original text introduces Belikov in the dialogue between the characters veterinarian Ivan Ivanich and the middle school teacher Burkin. , it can be seen that the original text makes the plot smoother. At the same time, the textbook lacks many characters, such as Mafula. Mafula is the wife of the village chief. She is a healthy and not stupid woman. She has never left her hometown village in her life, and has never seen a city or a railway. For ten years I have been guarding the stove, and only go out to the streets at night.

It can be seen that Mafula is a trap. In Bulgin's words: "She is the kind of person who is withdrawn and withdraws into her shell like a hermit crab or a snail." Obviously, Mafula's trap is just life. But Belikov was different. His trap was not only about life, but also about ideology. Not only did he trap himself, he also controlled the entire middle school and even the town for 15 years. Therefore, without the contrast of Mafra's pathology, it becomes unconvincing for us to say that Belikov is a product of social environment. Comparing the two, students will find that the plot of the original text is more complete than that of the textbook. The complete plot is more conducive to portraying the characters, and the full characters are more conducive to highlighting the main idea of ??the article. The most direct damage caused by the textbook is the structure of the article. I think restoring the original text can better solve the teaching difficulties, and this completes the teaching difficulties.

3. Expansion

This excerpted textbook has been used for many years. Do I think it is a trap? I also advocate restoring classics and restoring the original ecology of literature. Students, think about it, are there any such "contraps" in life? If so, what should we do? The trap of being backward and reactionary should be abandoned, while reasonable constraints should be retained. In short, we must look at "sets" from a dialectical and developmental perspective.

IV. Homework

Practice: Are there people with distinctive personalities around you? If so, please record his words and deeds, pay attention to the use of character description techniques, and write a 300-word essay.

Part 2

1. 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 position in the textbook

"The Man in the Box" is the second unit of the first unit of the fourth volume of the high school Chinese textbook (People's Education Press Edition) This text is written by the famous 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 and difficult points

According to the requirements of the syllabus and 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 characters; 2. Ability goal: Analyze the characters created by the works in combination with the social environment; 3. Emotional goal: Understand the dangers of being conservative and the importance of being brave in reform and innovation. Sex.

The language of "The Man in the Box" is simple, the plot is simple, and the relationship between the characters is simple. After the students read it once they got the new textbook, they already felt that they were not interested when they studied it again as a new class. However, I cannot understand and grasp the content and theme of the novel accurately and deeply. Therefore, the key and difficult points of teaching in this article are: ① Understand typical characters in typical environments; ② Deeply grasp the theme of the novel.

2. Teaching and learning methods

How to overcome the difficulties and effectively complete the teaching tasks of this course? Starting from their academic situation, 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.

IV. Teaching procedures

1. Arrange pre-class previews 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. Introduction of new lessons

3. Question exploration

After introducing students to the situation, point out several aspects that should be involved in the investigation: Investigation 1: Case Background; Investigation 2: On-site investigation; Investigation 3: Personal file information; Investigation 4: Interviews with relevant persons. Through these four questions, we aim to explore typical environments, typical people, 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 status

Date of death

Position before death

Hobbies

Before death Situation

Characteristics

Interpersonal relations

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

4. Result display

Let students fully prepare for 15 minutes before confirming One person in the group reads out, organizes in-class exchanges, and discusses the classroom process. At this point, the teacher then moves to the next step: thinking and writing a "closing report" on 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 topic (which is also another important and difficult teaching point in this course): the thoughts triggered by this case? Let students understand the theme of "Innovation and survival, conservatism and death".

5. Ability extension training

Drawing lessons from Engels’s “Speech at Marx’s Tomb” and Hugo’s “Balzac’s Burial Speech”

For “Beliko "Husband" writes a eulogy.