Examples of excellent Chinese speaking course notes for high school sophomores

1. Examples of excellent lecture notes on Chinese language for the second year of high school students

1. Storytelling materials

"The Biography of Su Wu" narrates the story of Su Wu's mission to the Xiongnu, and his persistence in the face of threats and inducements. His integrity and his deeds of enduring hardships without sacrificing his mission vividly depict the glorious image of a patriot who "cannot be conquered by wealth and power, and cannot be surrendered by force". According to the situation of students in our school, I regard learning and accumulating knowledge of classical Chinese and mastering important content words, function words, and sentence patterns as the teaching difficulties of this course. I use personalized language, vivid details, and contrasting techniques to highlight the study of this article. Theme and methods of character creation are the focus of this course.

2. Preaching method

Although the textbook is long and some words are rare, the characters are full, the plot is vivid, it is highly literary and ornamental, and the annotations are very detailed. Therefore, as long as teachers dare to innovate in teaching and can stimulate students' awareness of subjectivity and participation, they can provide guarantee for the smooth progress of teaching. I plan to use:

Heuristic teaching and study plan teaching. In order to achieve the best teaching effect, I will use multimedia to assist teaching.

3. Lecture method

Guide students to adopt the independent, cooperative and inquiry learning methods advocated by the new curriculum standards.

IV. Talking about the teaching process

This article is a lecture-reading text, and I have arranged it for three lessons.

The first and second lessons: learning case teaching, accumulating common words and sentence patterns in classical Chinese, and cultivating students' ability to summarize and organize words.

The third lesson: Guide students to analyze the techniques and methods of character creation in this article, and learn about Su Wu’s unyielding national integrity and noble patriotic sentiments.

1. Introduction: Show the photo of young Su Wu holding a talisman in hand and preparing to go on an envoy to the Huns, and play "Su Wu Song" to guide students to find out the frequency of the word "Jie". "Jie" not only shows that he is the envoy of the Han Dynasty who holds the talisman festival as an envoy to the Xiongnu, but also refers to Su Wu's national integrity that always puts the interests of the country and the nation first in the face of major changes and all kinds of coercion and inducement from the enemy.

(Purpose: To create an atmosphere and stimulate students’ interest in learning. I use picture display to introduce new lessons, which can quickly allow students to find out that "section" is a main line running through "The Biography of Su Wu". It is the core of Su Wu’s great spirit)

2. Browse the full text and sort out the plot.

What content does "The Biography of Su Wu" show Su Wu's noble integrity? Ask students to read it aloud in small groups and by different characters.

Summary: Two times of XX - the festival of bravery and heroism, three times of refusal to surrender, and nineteen years of persistence - the festival of loyalty.

(Purpose: Let students enter history, enter the text, face the characters directly, and actively participate. Explore the characters while studying the text, experience the emotions while entering the characters, make the boring classical Chinese texts come alive, and let the students We return to the main theme in character evaluation)

3. Focus on exploration.

Guide students to analyze the method of using personalized language, vivid details, and contrast to highlight the theme and create characters in this article.

Question setting:

(1) Guide students to initially summarize Su Wu’s character.

What kind of person do you think Su Wu is? Other students can add.

(2) Guide students to analyze the techniques and methods of character creation in this article.

①The article details the purpose of Wei Lu and Li Ling's persuasion to surrender.

②The reason why Su Wu XX and the reaction of the people around him when XX.

③Su Wu’s performance when he was imprisoned and shepherded sheep in Beihai.

5. Reflection on speaking teaching

The teaching of classical Chinese has always been a difficulty in Chinese teaching. Most students are not interested in classical Chinese, so before class I told everyone about Su Wu’s The story made students interested in Su Wu. According to the situation of students in our school, I spent two classes to guide students to sort out and accumulate knowledge of classical Chinese and master important content words, function words, and sentence patterns. The implementation effect was not very good, and only a small number of students were able to master it.

When analyzing the image of Su Wu, teach students effective appreciation methods so that students can draw inferences from one example and gradually improve their reading and appreciation abilities.

Therefore, I focus on learning how to use personalized language, vivid details, and contrasting techniques to highlight the theme and create characters in this course. In teaching, because the meaning of the text is very clear, students can easily find it, and the effect is good.

2. Examples of excellent Chinese lecture notes for high school sophomores

Dear judges and teachers: Hello everyone!

The topic of my lecture today is the second unit of the fourth high school Chinese compulsory course. "Slow Voice". Below I will explain it from five parts: textbook analysis, academic introduction, teaching methods, learning methods, and teaching process.

1. Analysis of teaching materials

(1) Unit teaching objectives

The second unit of compulsory course four is composed of Song poetry. Among the compulsory modules, this is the Song Ci unit. This unit selects the works of four poets. Among the four, Su Shi and Xin Qiji are representatives of the bold school in the Northern Song Dynasty and Southern Song Dynasty, while Liu Yong and Li Qingzhao are representatives of the graceful school. Among them, Liu Yong was the first literati in the Northern Song Dynasty to devote himself to writing lyrics, and Li Qingzhao was the most outstanding female lyricist in the Song Dynasty. , all four of them have a place in the world of poetry. The editors of the textbook are very well-intentioned and have selected the representative words of each of the four poets for study. Through comparison, students can understand the two completely different styles of poetry and further understand the different creative styles of the four poets.

In the teaching class of this unit, we strive to achieve equal dialogue and communication between students, teachers, editors and texts. After students understand the content of the words, we will teach them how to appreciate words. Through appreciation, students can appreciate the emotions expressed in words, analyze how the author expresses his emotions, and further understand the characteristics and writing methods of words (scene blending, coloring, line drawing, overlapping words, etc.), allowing students to establish a preliminary understanding of words after learning. perceptual understanding. Since the five compulsory modules no longer have the study content of classical poetry, the study of this unit should also guide students to summarize the general methods of appreciating classical poetry, laying a solid foundation for future electives in the poetry and prose series modules.

(2) Characteristics of the text

The theme of boudoir resentment is a traditional theme in poetry creation in the Tang and Song Dynasties. "Poems about boudoir resentment" are a type of words that specifically express women's lives and emotions. But the authors are basically all men. Although men express emotions for women, although they have a different flavor, they are ultimately separated from women's complex and implicit psychology. Li Qingzhao is an important female poet. Her works describe her real life and inner world. Her perspective and writing style are more sensitive and delicate than those of male poets. "Slow Voice" is a representative work of this type.

"Slow Voice" is one of Li Qingzhao's famous poems after his journey to the south. The poet experienced the sorrow and sorrow after the country was destroyed and his family was destroyed. It is a true portrayal of the poet's emotional journey and the suffering of the times. symbol. Her artistic expression method is unique. Li Qingzhao is good at selecting her living environment, actions, and details in her daily life to show her inner world—her unique lonely state of mind.

2. Introduction to learning

This course is taught to students in the first year of high school. In junior high school, students have already been exposed to some Tang and Song poetry. The learning requirement at that time was just to read it. Just memorize it, understand the general idea, and feel the emotions. When entering the high school stage, this requirement is obviously not enough. It cannot be limited to a certain work or a certain writer, but they must be placed in the development context of the entire Song Dynasty to observe and compare their status and role. Only in this way can we guide Students better appreciate the ideological and artistic value of works. Another point we need to pay attention to is that first-year high school students are psychologically free from dependence on adults, show a tendency to pursue independence, and are extremely malleable. Chinese learning "learns in the classroom and benefits outside the classroom." If every student can be helped to learn the correct Chinese learning methods and develop good Chinese learning habits in the classroom, it will be an inexhaustible wealth for them throughout their lives. Based on the characteristics of the above textbooks and the concept of the new curriculum standards, the teaching objectives are established as follows:

(1) Knowledge objectives: through repeated reading, perceive the content, interpret the image, taste the artistic conception, and appreciate the emotion.

(2) Ability goal: Appreciate poetry in depth layer by layer through "intuitive perception - in-depth exploration - emotional enhancement".

(3) Emotional goal: In-depth analysis of the rich connotation of the poet's "sorrow" and understanding of the changes in the poet's emotions.

Based on the teaching objectives and students’ existing knowledge and experience, the key points and difficulties of teaching this lesson are determined as follows:

(1) Teaching focus: through comparative reading with "Yijianmei" , guiding students to feel the difference between "sorrow" and "sorrow of abandoning home and country" is a focus of this lesson

(2) Teaching difficulties: The image chosen in this poem is very consistent with traditional aesthetics Perspective, exploring the rich and complex connotations of images in words is a difficulty in teaching this course.

3. Teaching methods

①The first is the reading method. When teaching poetry, no matter which teaching method is adopted, students should be allowed to recite the works they have learned. Because recitation is the prerequisite for appreciation, without sufficient recitation, there will be no in-depth appreciation. We must pay full attention to recitation. The method of explaining first and then reciting is not advisable. Teachers can demonstrate recitation to help students understand the importance of recitation. In short, it can effectively carry out reading training and experience the loneliness and sadness of female poets. It can be said that half of the teaching objectives have been completed, and it must not be taken lightly.

② "Situational Method" teaching. Use teaching methods such as pictures and music to create a situation to arouse students' certain attitude experience and help students understand the teaching materials. The core of situational teaching method is to stimulate students' emotions.

③Comparative method. Through comparative reading with "Yijian Mei", students can understand the author's emotions and feel the artistic characteristics of this word through multiple readings, multiple analyses, and multiple connections and comparisons.

Teaching idea: Give students an intuitive feeling through the display of multimedia and mp3. The couplet "The word "general sorrow" has different feelings, and the feeling of wandering for half a life is used throughout the whole text. Combined with the poet's life events, and comparing the sorrow in the early representative work "One Cut Plum", we can understand the connotation of "melancholy" in this word through the interpretation of the image.

IV. Learning methods

Teaching and learning are closely linked and mutually reinforcing. In terms of learning methods, I hope that I can fan the students' enthusiasm for learning Song Ci, ignite the raging fire of their interest, and make all students like Song Ci and be obsessed with Song Ci, because interest is the best teacher.

①"Independent cooperative inquiry" learning method. Let students cooperate in communication and experience the learning pleasure of doubts, contradictions, struggles, and confusion in the collision of ideas.

②Reading method. Let students read aloud repeatedly, cultivate students' interest in reading aloud, and stimulate students' interest in learning Chinese. It can make difficult-to-understand words easy to understand. It can also deepen students' ability to understand the text, thereby infecting students and making them accept it further. The influence of beauty.

5. Teaching process

1. Introduction of new courses. Now let's listen to a piece of "Moon Full West Tower" sung by An Wen. Which lyricist and lyrics were used in the lyrics of this song? (Li Qingzhao's "One Cut Plum") Then let's read this poem together.

("One Cut Plum": The fragrance of red lotus root lingers in the jade mat in autumn. I undress lightly and get on the orchid boat alone. Who in the clouds sends brocade books? When the wild goose comes back, the moon is full on the west tower. The flowers come from The drifting water flows by itself. A kind of lovesickness, two sorrows. There is no way to eliminate this feeling, but it is in my heart.)

In this poem, Li Qingzhao’s emotions can be summarized in one word. What is the word? (Sorrow) If you add the attributive in front of the word "sorrow", what kind of sadness should it be? (Xianchou, boudoir worry) In Li Qingzhao's early masterpiece "One Cut Plum", it expresses a kind of leisurely worry, Boudoir sorrow. Today, let us walk into Li Qingzhao's later masterpiece "Slow Voice" and see what kind of sorrow it is about? (Written on the blackboard: Slow Voice, Li Qingzhao)

Design intention: intended to stimulate students' interest , create an atmosphere so that students can more easily integrate into the artistic conception of the words, so as to arouse students' certain attitude experience, thereby helping students understand the teaching materials and stimulate students' emotions.

2. Reading training and initial perception. Use recitation as a starting point and look for breakthroughs in comparison with recordings. Through students' collective reading, recorded reading, individual reading, etc., students can become familiar with the text and understand the emotions. Guide students to grasp the rhythm and pronunciation of reading aloud, and pay attention to the emotional tone of reading aloud - sadness and desolation.

It is said that "general sorrow has a different kind of emotion", and sentimental poets "move into tears when they are touched by flowers, and startled when they hate other birds." How should we express this "sorrow" that is so thick and deep? ?Ask students to read this word together and find sentences in the text that directly express emotions.

Clearly: This time, how can the word "sorrow" be used in this sentence?

The poet directly expresses his sadness through this sentence. When does this time refer to? Let us go into Li Qingzhao's life to understand the situation when she wrote this word.

3. Examples of excellent Chinese speaking textbooks for high school sophomores

1. Speaking textbooks

"Climbing High" is the fifth lesson of the second unit of the high school Chinese compulsory course "Du Fu's Poems" The third song of "Three Songs". This unit studies Tang Dynasty poetry. The Tang Dynasty was the heyday of my country's feudal society. It was politically enlightened, economically prosperous, culturally inclusive, and music, painting, calligraphy and other arts had made great progress, all of which had a positive impact on poetry creation in different aspects. At the same time, the development of poetry itself has also tended to mature, with expanded genres, complete poetry, and numerous poets with diverse styles. Tang poetry embodies the achievements of my country's classical poetry creation and has great social awareness and aesthetic value.

"Ascend the High" is a representative verse poem by Du Fu, a great realist poet in the Tang Dynasty. The ancients commented that it is "the first in Du's poetry" and "the first in ancient and modern seven-character rhymes", which shows its important position. This poem fully embodies the "melancholy and frustrated" style of Du Fu's rhymed poetry and has extremely high appreciation value. Learning this poem well will help improve students' poetry appreciation ability.

2. Objectives of didactic teaching

The new curriculum standards require poetry appreciation to “understand the ideological connotation of the work, explore the rich connotation of the work, and appreciate the artistic charm of the work” and “enrich one’s emotions” world, healthy and noble aesthetic taste, and improved literary accomplishment.” Ancient poetry is like a vast ocean. It should be the most ideal choice to achieve the above goals and let students ride the wind and waves in the ocean of poetry.

1. Mr. Ye Shengtao once said, "Poems should be read repeatedly and words should be recited lowly." He guided students to analyze during reading, understand during analysis, comprehend during understanding, and summarize and appreciate while comprehending. Method is the focus of this lesson. Master the method, analyze more accurately, understand more thoroughly, read more emotionally, feel more profoundly, and benefit more. Therefore, I regard learning the general methods of poetry appreciation and improving the ability of poetry appreciation as the knowledge and ability goals of this course.

2. The outlook on students determines the outlook on education. Let students become the main subjects of the classroom, respect students' individuality, and pay attention to the development of students' individuality. This is the spirit of the new curriculum reform. Equality dialogue between teachers and students is a good choice. Therefore, I regard multi-layered dialogue led by teachers as the process and method goal of this lesson.

3. The essence of education is to shape people. Letting students draw some spiritual nourishment from Du Fu's "worrying about Li Yuan in his poor years and sighing for the heat in his intestines" is the focus of the cultivation of emotional attitudes and values ??in this lesson.

To sum up, this lesson is to allow students to feel the beauty of poetry, understand the emotion of poetry, and learn the method of poetry in an equal dialogue between teachers and students. Learning the general methods of poetry appreciation is the focus of teaching, and absorbing the spiritual nourishment of poets is the difficulty of teaching.

3. Preaching and Learning Methods

1. In the teaching of the whole class, I will use the reading method flexibly in many places. "Three points of poetry and seven points of reading" means grasping recitation, which is also the "narrow nose" of poetry teaching. "Expressing meaning through sound", "Empathy through sound", and "Conveying feelings through sound" can lead students to get closer to the poet quickly, enter the text, feel the poetry, and touch the poet's feelings integrated in the poetry.

2. The new curriculum requires students as the main body and teachers as the leader. When I appreciate poetic imagery and appreciate the artistic techniques of blending scenes, I will use the independent inquiry method. Students will discuss in groups, grasp key words describing images and understand their functions, thereby breaking through the teaching focus.

3. In the process of understanding the tragic beauty of poetry, I will appropriately use questioning methods to guide students to think and break through teaching difficulties.

4. Use multimedia to display pictures, video materials, and background music, transform abstraction into intuition, change silence into audio, and enrich teaching content.

4. Examples of excellent Chinese textbooks for high school sophomores

1. Analysis and processing of teaching materials:

The text I am talking about today is Borges’s "Sands" Book". The unit it is in is the eighth unit of the high school Chinese language elective on appreciation of foreign novels. This unit is a fictional unit on the appreciation of foreign novels. By studying this unit, students will understand the importance of "fiction" to the expression of novels and the relationship between "fiction" and the reality of the soul. "The Book of Sand" is a model of the fictional art of fiction.

In view of this, combined with the requirements of the new curriculum standards for novel reading, I have designed the following teaching objectives, key points and difficulties:

Cognitive objectives: Understand Borges and his works.

Skill objectives: Understand the content of the work; Understand the importance of "fiction" to the expression of novels.

Understand the art of "fiction" in novels.

Emotional goals: Grasp the ambiguity of the novel's theme; be able to view "infinity" with a positive and healthy attitude.

Key and difficult points in teaching: the form and content of “fictional” art.

Class schedule:

2. Guidance for learning methods:

1. Use students’ bold explanations to integrate the results of students’ free inquiry.

2. Study the text in depth and use classroom discussions to explore teaching difficulties.

3. Conduct research on polysemy novels based on the text.

3. Design of teaching procedures:

1. Introduction to Borges:

The main focus is: Borges is a book-based A writer who makes a living, he lives in libraries all his life. Reading was an overwhelming activity in Borges's life until he became almost completely blind, which led him to one of the author's novels, "The Book of Sand."

(Purpose of design: The author is a book-loving person, so it is natural for him to fictionalize a novel titled "The Book of Sand", and also for the sake of the smoothness of the class.)

2. Interpretation of "The Book of Sand":

I designed a question like this: "The Book of Sand" seems a bit strange at first glance. It is a single title. Imagine what "The Book of Sand" is like. A book?

(Design purpose: to cultivate students' imagination and fictional abilities, arouse students' interest, and arouse interest in reading the whole novel.)

3. Read through "The Book of Sand":

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Students carefully read the full text of "The Book of Sand", clarify the structure of the novel, and summarize the beginning, development, and ending of the novel. (Hint: Use "Book of Sand" as the object to form a general summary of the verb-object type.)

Reference: First acquaintance with Book of Sand (1--35); Buying Book of Sand (36-- 45).

Study the Book of Sand (46--50); escape the Book of Sand (51--52).

(The purpose of the design: to allow students to perceive the text as a whole and lay the foundation for in-depth study of the text.)

4. Understanding "The Book of Sand":

I Designed such a question: Borges has an extraordinary imagination. How does the author describe this wonderful book?

(Read the text carefully and find out some characteristics of the "Book of Sand": for example, "The double page printed 40, 514, but the next page printed 999", "I pressed my left hand on the On the cover, the thumb is almost touching the index finger to lift the page. It's a waste of time: there are always several pages that seem to pop out of the book." "Now I look for the last page. Failure," etc.)

(Design purpose: to train students' ability to read works carefully and their understanding of "fiction".)

5. Interpretation of "The Book of Sand" 》:

Mainly divided into two steps:

The first step is to solve the emotion of "my". I designed a question:

How has "my" attitude towards "The Book of Sand" changed?

Reference: Curiosity - Research - Insignificance (Finally, I found that the more I knew about it, the more I didn't understand, and the more I realized my insignificance) - (Then I got lost in awe that I couldn't extricate myself from) Awe - (then) fear (these steps are the same as human scientific exploration, the last step is) - escape/persistence (people who believe in the omnipotence of science will persist with a positive and enterprising attitude, while for Borge If you start talking about mysticism like this, you will definitely choose to escape)

The second step is to explore the ambiguity of the theme of "The Book of Sand":

Students may have the following types of ideas. More explanations:

"The Book of Sand" represents "infinite things". It can be seen as a metaphor for endless existence; it can be seen as a model of uninterrupted space; it can be seen as a metaphor for endless existence. A symbol of the vastness of human knowledge; it can be seen as a certain understanding of literature, etc.

4. Design of blackboard writing:

The reality that human beings are at a loss when facing "infinity".

"Fiction" is the most important spiritual reality.

5. Examples of excellent Chinese language lecture notes for high school sophomores

Hello everyone!

What I want to talk about today is the teaching design and analysis of the first lesson of Lesson 21 "Teacher's Talk" in the second volume of the high school Chinese textbook published by the People's Education Press.

"The Master's Theory" is an essay in the sixth unit of Volume 2. In the article, Han Yu criticized the scholar-bureaucrats who "were ashamed to learn from their teachers" and proposed to use "Tao", that is, Confucianism, as their teachers. It shows his enterprising spirit of disregarding popular customs and determined to reform the world. Based on the teaching syllabus, examination syllabus, teaching materials, and academic situation, the teaching objectives of this course, the formulation of teaching methods, and the design of teaching procedures are explained as follows.

1. Talk about the syllabus, examination syllabus, teaching materials and academic situation

(1) About the syllabus

The requirements of the "Chinese Teaching Syllabus" for students to learn classical Chinese are: Able to read simple classical Chinese texts and recite a certain number of famous works; focus on mastering the usage of 120 common classical Chinese content words, 18 classical Chinese function words and main classical Chinese sentence patterns in texts; learn to use modern concepts to examine the content and ideological tendencies of works.

(2) About the examination syllabus

According to the requirements of the "Outline", the "Examination Instructions" for the College Entrance Examination has three progressive levels of requirements for ancient Chinese reading:

① Comprehension (Ability Level B): Understand the meaning of common content words and function words in the text; understand sentence patterns and usages that are different from modern Chinese.

②Analysis and synthesis (ability level C): Screen and extract important information in the text; summarize the center; analyze the author’s views and attitudes in the text.

③Appreciation and evaluation (ability level E): Appreciate the image, language and expression skills of literary works, and evaluate the ideological content of literary works.

(3) About teaching materials

The new textbooks have an obvious tendency of "two emphasis and one lightness" in the arrangement of classical Chinese teaching materials. "Two emphasis" refers to attaching importance to recitation and accumulation; "one light" refers to trivial analysis of chapters. This tendency can be clearly seen from the exercise design of the new textbooks. I personally believe that classical Chinese teaching should reflect this tendency, read more, accumulate more, cultivate a sense of language, and avoid a lot of ineffective analysis.

(4) About academic situation

After studying classical Chinese in junior high school and the first semester of high school, students have mastered a certain number of content words and function words in classical Chinese, and their reading ability in classical Chinese has been significantly improved. , but there are still some difficulties to be overcome. Such as the conjugation of parts of speech, the usage of function words, etc.

Based on the above analysis, the teaching objectives, learning methods, teaching methods and teaching procedures of the first lesson of "Teacher's Talk" are determined as follows.

2. Objectives of didactic teaching

(1) Knowledge objectives

① Master and accumulate content words "teacher", "pass", "follow", "Tao", and function words The meaning and usage of "zhi", "qi", "er", "hu" and "so". (Key points)

② Distinguish between ancient and modern words with different meanings, and grasp the special sentence patterns of classical Chinese.

(2) Ability goals

① Cultivate students to read texts emotionally and in a variety of tones, so as to achieve familiarity and recitation. (Difficulty)

② Cultivate students’ ability to read annotations by themselves and understand simple classical Chinese texts. (Key points)

(3) Moral education goals

① Cultivate students’ spirit and courage to challenge the evils of the world.

② Establish the idea of ??respecting teachers and valuing education, and cultivate an atmosphere of humility and eagerness to learn.

3. Teaching method and teaching method

(1) Study method

①Recitation method

This is the most basic method of learning classical Chinese , the most important method is also the most effective method.

The key to the success of the recitation method is to read out the various forms of sounds, such as rhythm, intonation, tone, etc. Only in this way can we hear the voices of the "ancients" and touch the sentiment of the subject of the speech. . Of course, to achieve this, there is a process of exploration and discovery. Teachers should guide students to observe the tone during repeated readings, gradually read out the "emotion", and figure out the meaning of the text. Therefore, it is particularly important to read extensively and frequently.

② Circle method

Using various circle and outline symbols to read classical Chinese is also an important reading method for the ancients.

Tang Biao once said: "Any book with punctuation will be easy for readers to understand and the sentences will be read correctly." I provide guidance from two aspects: one is to guide students to use punctuation to outline symbols, and the other is to guide students to make some appropriate comments on this basis.

　③Questioning method

This is a break from the traditional classical Chinese teaching method, allowing students to interpret the text through self-reading, self-explanation, etc., and learn to question the teacher.

④Practice method

This is an effective method to consolidate knowledge and develop abilities. The key lies in the word "fine". "Practice" does not seek "more", but rather "refinement". It is necessary to use the least amount of exercises to consolidate students' knowledge and cultivate students' problem-solving abilities. I designed a set of classroom consolidation exercises, focusing on consolidating important words in the text and "digesting" them in class.

(2) Teaching methods

① Pointing method

The so-called "pointing" means to click on the key points and grasp the key points; the so-called "pointing" means to solve the problems and eliminate them. obstacle. This method can give full play to the leadership of teachers and the subjectivity of students. What I mainly teach is how to accurately understand the polysemy of a word in different sentences. Through comparison, review the past and learn new things, thereby improving the ability to read classical Chinese.

　②Induction method

Since the first semester of high school, I have been guiding students to systematically summarize the meanings and uses of common content words and function words, so as to systematize and network the knowledge they have learned. This makes it easier to remember and use. For example, in the first lesson of "Shi Shuo", I explain important real and function words. I mainly use the inductive method to summarize the meanings of real words such as "chuan", "teacher" and "dao" and the usage of function words such as "zhi", "qi" and "so".

IV. Teaching procedures

(1) Overall design

Through the above analysis, I determined the overall teaching idea: grasp the full text through reading; interact with students; systematize and network knowledge through induction; consolidate knowledge through refinement and strengthen memory. Under the guidance of this idea, the teaching of "Teacher's Talk" is arranged for two classes. The first lesson is mainly about reading, clarifying ideas, and accumulating real and function words; the second lesson is mainly about reading, summarizing real and function words, and analyzing the argument structure.

(2) Teaching process design of the first lesson

1. Introduction and problem solving (2 minutes) Students read the notes together; supplement the author’s relevant content and literary knowledge (screen display) < /p>

2. Overall understanding (***21 minutes)

①Teacher’s demonstration recitation to music (4 minutes)

②Pronunciation correction of difficult and different words ( Screen display) (1 minute)

③ Teacher reading guidance (2 minutes)

④ Students read freely (4 minutes)

⑤ Individual students demonstrate reading ( 4 minutes)

⑥ Read together (4 minutes)

⑦ Clarify the ideas of the full text (writing on the blackboard) (2 minutes)

3. Focus on analyzing the first paragraph (***13 minutes)

①One student demonstrates reading, and the other students read the annotations to clarify the meaning of the text (2 minutes)

②Students question, teacher gives advice, teacher-student interaction ( 6 minutes)

③Teachers and students summarize key words and sentence patterns (3 minutes)

④Students try to recite the first paragraph (2 minutes)

4. In-class consolidation exercises (***4 minutes) Questions (screen display)

5. Assign homework

5. Talk about writing on the blackboard

Writing on the blackboard is a class The essence of. The blackboard writing I designed is as follows:

The teacher talks about Han Yu

The role of the teacher: "Preaching the truth, accepting karma and solving doubts"

One paragraph: It is necessary to follow the teacher: "If you don't follow the teacher, you will be confused." I will never understand”

Criteria for selecting a teacher: “There is no high or low, no seniority, only the Tao exists, and the teacher exists”

The ancient saints - everyone today

Second Paragraph: Toward the Son—Criticizing the scholar-bureaucrats themselves for “being ashamed to learn from their teachers”

Doctors, teachers, and workers—the scholar-bureaucrats are “beyond their intelligence”

Three Paragraph: Teacher-student, teacher-to-teacher relationship

Paragraph 4: Reason for writing

(3) I will make the following arrangements for the second lesson:

First, use the same paragraph Learn three or four paragraphs in one class and check the recitation of famous sentences in the text.

Secondly, enter the analysis of the text.

This lesson begins with an analysis and discussion of the second paragraph of the text. In this paragraph, the method of comparative argumentation is the key to teaching. I would like to ask [Question] The reason why the custom of following teachers is no longer spread is because the scholar-bureaucrats "are ashamed to learn from their teachers". In order to criticize those who "are ashamed to learn from their teachers", how many aspects does the author make a comparative argument? The purpose is to allow students to practice their ability to search for effective information and summarize through reading texts. Students are required to list the comparative relationships in several aspects one by one, and use the original text to answer the conclusion drawn by the author through each set of comparisons. In this way, the effect of using contrastive arguments in reading and searching can be clearly understood, and students are encouraged to use it in their exercises. After analysis, students are required to further read and recite famous sentences.

In the design, I asked [question] what views are expressed in this paragraph quoting Confucius’ words and deeds? Answer using the original sentences from the text. This requires students to be able to clearly understand the truth behind the examples given, and to understand that students should study diligently, ask questions, and not be ashamed to ask questions. After analysis, students are required to further read and recite famous sentences. The last paragraph is where the author explains why he wrote. Without making key analysis, just let students understand the social atmosphere at the time and the reasons for Han Yu's writing.

Once again, after the full text is explained, students are asked to read the full text again and try to check their memory of the famous sentences. Strengthen reading training and cultivate language sense. The fourth step is to raise a question for students to discuss. The problem is that the "Encouragement to Learn" learned before and the "Teacher's Statement" learned today are both essays related to learning, which shows that the ancients attached great importance to learning. So what should be the relationship between "scholars" and "teachers" in our classroom today? Let’s discuss it. By setting this question, one is to allow students to apply the principles they have learned into practical thinking, and the other is to promote the development of mutual learning relationships between teachers and students.