Lecture notes on Shuowen in Senior Two Chinese.

As an educator who teaches others, we often need to use class notes. With the help of class notes, we can improve our teaching ability quickly. How can I write an excellent lecture? The following is my collection of "Ask and Say" senior two language lectures, welcome to read the collection.

First of all, talk about textbooks.

1, the location and teaching purpose of the textbook in this unit.

The sixth unit is the classical Chinese unit. In the first two classes, the reading texts "Persuade to Learn" and "Teacher's Talk" are both demonstration learning, not reading texts. This article is a self-reading text for class. The genre of "questioning theory" and "teacher's theory" is both "saying" Learning these texts can make students further realize the importance of learning and correct their learning attitude. In particular, this text is of positive significance to guide students to study hard and ask questions. In terms of writing methods, these courses include metaphorical argumentation and comparative argumentation, which can be used to train students' knowledge transfer ability.

2. The focus and difficulty of the textbook

The focus of this paper is to master positive and negative arguments, figurative arguments and some flexible words. Although this ancient prose was written in the late Qing Dynasty, it is difficult, long and full of new words. Therefore, students are required to strengthen preview before class and master new words.

Second, oral teaching methods

Since you read the text by yourself, you can consider knowledge transfer and adopt the method of comparative reading to guide students to learn by themselves in class. Teachers should still pay attention to reading aloud when giving guidance, so that students can read out the sense of language and compare it with "encouraging learning" and "teacher theory", so as to further master the methods of metaphorical argument and comparative argument. The specific practice is as follows

Read aloud-get a general understanding of the text and understand the content.

Discussion method-deeply understand and grasp the meaning.

Comparative method-the characteristics of distinguishing similarities and differences.

Practice method-practice induction to master words.

Third, theoretical study.

Students learn this lesson and encounter many allusions. After reading it through, they can understand the relationship between questioning and learning in combination with the actual situation, with emphasis on reading, induction and comparison. Combine practice and break through difficulties. In addition to mastering the methods of metaphorical argument and comparative argument, we should also summarize the notional words of commonly used words in classical Chinese.

Fourth, talk about teaching procedures:

1, arrange preview and read the text aloud. Combine preview tips and notes to have a general understanding of the text. Divide the paragraphs and find out the arguments.

2. Introduce new courses, from Shi Shuo to Wen Shuo, from Encouraging Learning to Wen Shuo, and point out that Shi Shuo and Wen Shuo belong to "Shuo" and are a genre of argumentative writing.

3. Guide students to summarize the main points. The main point of the first paragraph is that "questioners and scholars complement each other", which is the central argument of the whole article. It is an inference of "studious but not diligent". The second paragraph demonstrates that "questioners and scholars complement each other". To sum up, the three functions of "dispelling doubts", "seeking benefits" and "learning from each other's strengths to make up for each other's shortcomings" in the third paragraph are "asking questions will make you rich", "continuous improvement is futile" and "no questions after three generations" in the ancients. The fourth paragraph, the reason why people are difficult to ask questions and its harm, "it hurts people's hearts." The fifth paragraph shows that people nowadays are not good at asking questions. The sixth paragraph demonstrates the relationship between asking and learning from the opposite side. The seventh paragraph summarizes the full text.

4. Guide students to compare the similarities between Shi Shuo and Wen Shuo.

The titles are all "Shi Shuo" and "Wen Shuo".

It is suggested that people learn with an open mind and learn from all kinds of people.

The comparison method has been used many times.

All of them are simple in content, multi-line even sentences, and the whole is loosely combined.

Comparative differences:

Master stressed the importance of learning from teachers, and learning must have teachers. Wen Shuo emphasizes the importance of asking questions, and learning must require knowledge. Shi Shuo has many contrast objects and single reference content. They are both "not ashamed of teachers" and "ashamed of teachers". The contrast object of Wen Shuo is single, but the contrast content is diverse.

5. Flexible use of inductive words.

6. Students ask the teacher to answer questions.

7. Summarize your study, be diligent and inquisitive, and master the positive and negative comparative arguments.

Expanding knowledge: the teacher's draft of senior two Chinese course.

"On Teachers" is a self-reading article in the third unit of the curriculum standard test textbook "Compulsory Chinese 3" in ordinary senior high schools. This paper focuses on Han Yu, the leader of the ancient prose movement in Tang Dynasty, on learning from others. The texts selected in this unit are all ancient argumentative essays. Through the study of this unit, students can feel the spirit of China traditional culture, master the basic knowledge of classical Chinese grammar, and learn how to express their thoughts and opinions clearly and forcefully. This paper is arranged in the fourth part of the unit. How to guide students to learn this text well is the key to establish students' confidence in learning classical Chinese well, to study classical Chinese actively and to master the learning methods of classical Chinese.

According to the new curriculum standards, it is advocated to design curriculum objectives from three aspects: knowledge and ability, process and method, emotional attitude and values. Because the knowledge of classical Chinese is still in the accumulation stage, senior one students should pay attention to the accumulation of basic knowledge and a certain amount of reading.

I intend to set the following teaching objectives:

1. Understand Han Yu's exposition on respecting teachers and valuing morality and the ideological significance of this article.

2. Learn from the pros and cons of this article.

3. Accumulate the knowledge of classical Chinese in this class.

The new curriculum standard points out that we should "understand its rich connotation through reading and thinking, explore the value of life and the spirit of the times, and gradually form our own thoughts". Therefore, it is the teaching focus of this paper to establish the idea of respecting teachers and attaching importance to teaching and cultivate a modest and studious atmosphere. Because this article is a paper, Han Yu's comparative argument is a major feature of his article, which is worth learning from students in practice. Therefore, it is difficult to learn the method of positive and negative comparative demonstration in this paper.

According to the teaching objectives and the characteristics of teaching materials, I use reading and analysis to teach. Reading aloud is the most basic and important way to learn classical Chinese, and it is also the most effective way. The key is to understand the various forms of sound, such as rhythm, intonation and tone. This requires trying to figure out the meaning. Therefore, it is particularly important to model reading and read more books. The method of analysis is to let students explore the ideological content of the text under the guidance of the teacher, let students understand the Tao contained in the text, and reflect the humanity of the Chinese curriculum.

On the study of law, autonomous inquiry runs through the teaching of this course, guiding students to learn independently and teaching them how to learn ancient Chinese. Only in this way can we really achieve the goal of improving students' comprehensive Chinese ability. The task of students is to understand the meaning and ideas of the text. Recite the text while understanding, so as to combine recitation with understanding. Only in this way can it conform to the students' memory rules and reduce the students' burden after class.

Two classes are planned for this class. Today I will focus on the arrangement of the second class.

The teaching process of the first class mainly includes:

First, introduce the text. I intend to introduce the writing background from what the students have learned about the style of Shuo. Second, read the text. Through three steps: a single student reads the text, the teacher corrects the model essay, and all the students read it together. The purpose is to hope that the students can read it correctly, fluently and emotionally, so as to cultivate the sense of language in classical Chinese and implement the education of excellent traditional culture. In addition, let the students understand the article as a whole and make clear the center of the text discussion. Third, let students actively dredge the words in the text, point out the knowledge points of classical Chinese that should be paid attention to, and the teacher will summarize and guide them, so that students can actively learn to collect and integrate information and improve their oral expression ability. Fourth, analyze the first paragraph of the text and make clear the center of the text. Fifth, reread the text to deepen memory and understanding. Finally, assign homework and ask to recite the full text.

In the second class, I made the following arrangements:

First, check the recitation of the text. In order to know the students' familiarity with the text.

Secondly, enter the analysis of the text. This lesson begins with the second paragraph of analyzing and discussing the text. In this paragraph, the skill of comparative argument is the key to teaching. The wind of asking about politics is no longer popular because the scholar-officials are "ashamed to follow the teacher". In order to criticize those who are "ashamed to learn from teachers", the author makes a comparative demonstration from several aspects. The purpose is to let students exercise their ability to search for effective information and summarize by reading the text. Ask the students to list several comparative relationships one by one and answer the author's conclusion by comparing each group with the original text. So as to make clear the use effect of comparative argumentation in reading and retrieval and encourage students to use it in practice. After the analysis, it is required to sing in class. In the third paragraph, the author demonstrates with examples that "saints are impermanent teachers". In the design, I raised questions [questions]. This passage quotes Confucius' words and deeds. What did I say? Answer with the original sentence in the text. This requires students to be clear about the truth behind the examples, and make it clear that they should study hard and ask questions, and they should not be ashamed to ask questions. After the analysis, ask the students to recite in class. The last paragraph is the author's explanation of the reasons for writing. Let students understand the social atmosphere at that time and the reasons for Han Yu's writing without making a key analysis. Recite the last paragraph.

Third, after explaining the complete text, let the students recite the full text again. Strengthen reading training and cultivate a sense of language. At the same time, put forward a thinking question for students to discuss. [Discussion] The essay about city and learning that I learned earlier and the teacher's conversation that I learned today show that the ancients attached importance to learning. So what is the relationship between "scholars" and "teachers" in our class today? Let's discuss it. Setting this question is to let students apply what they have learned to practical thinking, and to promote the development of the relationship between teachers and students.

Finally, summarize the full text and assign homework to recite the full text. Write a short essay of about 500 words on the topic of class discussion and explain your own views.