Three excellent middle school Chinese textbooks

# Teaching Plan # The introduction says that the lesson manuscript is a manuscript prepared for teaching. It is different from the lesson plan. The lesson plan only talks about "how to teach", while the lesson plan focuses on "why it should be taught like this". I have prepared the following content, I hope it will be helpful to you!

Chapter 1 "Hongmen Banquet"

1. Talking about the teaching materials

(1) The status and status of the teaching materials Function

There are 5 compulsory Chinese books for high school students***, including 5 classical Chinese units and 17 articles. It covers five aspects of article types: ancient narrative prose, landscape travel prose, argumentative prose, biographies and ancient lyrical prose. "The Banquet at Hongmen" is an ancient narrative prose and is also the third classical Chinese text that students study when entering high school.

The editor hopes that through the study of this article, students can not only appreciate the talents and virtues of the ancients, but also appreciate and learn from the art of narrative; I hope that students can appreciate the unique simplicity and beauty of ancient narrative prose through repeated readings, and grasp the uniqueness of ancient narrative prose. Keep key words in the summary narrative context to improve your generalization and expression skills.

(2) Teaching material objectives and basis for determination

According to the curriculum standards, three-dimensional objectives are established around the trinity of “knowledge and skills, methods and processes, emotional attitudes and values”:

1. Master the knowledge of Sima Qian and "Historical Records", and understand the relevant background of the story.

2. Understand some rules for the flexible use of content words in classical Chinese (including causative and conative), and understand some knowledge about the omission of sentence components in ancient Chinese.

3. Learn how to compactly arrange the storyline and vividly depict the characters.

4. Feel the author’s forbearing and passionate writing spirit, establish a correct view of reading history, and learn to comment on historical figures in two parts.

(3) Important and difficult points in teaching and their basis for determination

In the first year of high school, students’ classical Chinese knowledge system has yet to be improved, and they have little exposure to historical prose of the Wei and Jin Dynasties. Therefore, it is necessary to further increase the accumulation of classical Chinese knowledge in teaching, improve students' interest in reading through reading guidance, cultivate students' ability to appreciate Wei and Jin historical prose, and develop the habit of critical thinking.

According to this, the teaching focus of this course is:

1. Accumulate knowledge of classical Chinese words and sentences.

2. Learn to judge characters in two parts.

2. Lecture method

(1) Analysis of academic situation

Many students who have just entered high school still continue the method of learning classical Chinese in junior high school and only satisfy For blindly reciting, they only focus on clearing the textual obstacles in the textbook, and are unable to transform the knowledge learned in the class into abilities. They forget the previous ones after learning the later ones. They just blindly do the questions before the exam and rely entirely on guesswork during the exam. The more they become This makes you less interested. In response to this current situation, we focus on the integration of literature and history, or use literature to interpret history, or use history to interpret literature, and combine the two subjects of Chinese and history. This article focuses on the actual current situation of students, is based on students' learning interests, approaches people from the perspective of history, and uses the works involved in Chinese textbooks as a basis to talk about how to help students achieve interaction with literature and history, thereby improving students' learning of classical Chinese. reading ability.

(2) Basis for study method guidance and selection

The curriculum standards clearly state: "We must pay attention to students' practical activities, so that students can learn autonomy, cooperation, and inquiry in the teaching process." Pay attention to the language communication and spiritual communication between teachers and students. Pay attention to the learning of students' thinking methods. "Based on this, I have determined the following learning methods and ability cultivation:

A. Methods of marking, outlining, and annotating.

B. Refer to the annotations, use their words and brains, and cultivate students’ ability to acquire knowledge on their own.

C. Guide students to read correctly.

3. Preaching method

The new curriculum concept emphasizes students’ independent learning and positive experience. Therefore, teachers should provide students with the most shared resources and create interactive platforms as much as possible, so as to lay a solid foundation for students' lifelong learning. Based on this guiding ideology, I decided to mainly use three methods in the teaching of this article, namely: goal-guided learning, independent cooperation, and transfer innovation.

"Target guidance" means setting learning goals according to the corresponding learning content and guiding students into learning situations, such as teaching about reading aloud and accumulation.

"Autonomous cooperation" in the teaching of this article is mainly reflected in group induction, group discussion and exchange, etc.

"Transfer and Creation" is to develop reading in a deeper and broader direction, such as allowing students to create a textbook play "The Banquet at Hongmen" and so on.

In order to increase learning interest and enhance teaching effect, I designed and used audio tapes, multimedia and other means to assist teaching, and published text translations and other text materials.

4. Teaching process

(1) Translation comprehension part

I designed two links.

First, let students read the original text roughly, use reference books and books to explain the main meaning of the translation, and focus on completing three contents: infer the meaning of words they do not understand based on the context, highlight the key content words, and frame the pseudonyms And summarize the rules;

The second is to let students read the original text carefully and further implement the translation of words and sentences. It mainly completes two tasks: the flexible use of content words, the summary of special sentence patterns and their rules. The two links are a process from simple to difficult.

Although this article is long, the text is simple and it is a typical biographical style. Therefore, most of the content is relatively easy to understand and translate for first-year high school students. For words that are difficult to understand, students are guided to speculate and judge by contacting the context provided by the context and the plots involved, so as to cultivate students' good method of inferring the meaning of words based on context. The purpose of requiring students to point out key content words and frame Tongjia characters is mainly to help students accumulate and master some words with multiple meanings, different readings, ancient and modern idioms, and Tongjia phenomena that are common in classical Chinese, and to further draw rules to guide the future. The study of classical Chinese.

Using parts of speech and special sentence patterns are more difficult in classical Chinese translation, and they are also the two major difficulties in teaching this article. Requiring students to mark words with conjugation and underline sentences with special sentence patterns is based on two considerations:

1. Accumulate a certain number of first-hand example sentences;

2 .Guide students to classify, find out the same characteristics of each category, and extract them to form regular things, so as to rise to rational understanding, so that students can learn one to learn many.

During the translation process, we should pay attention to guiding students to develop a good habit of using symbols to express key words and sentences. Symbols such as dots, boxes, circles, and underlines should be consistent to highlight the key points, difficulties and review.

My tips focus on summarizing the content words "fortunate", "ru", "lift", "thank you", etc., noun conjugation, verb usage, object preposition, passive sentences and omitted sentences, all in the form of tables , students can fill in relevant content, which is both training and induction.

(2) Character analysis

Character analysis is a major focus of this article. In order to better enable students to understand the outstanding achievements of historical and biographical literature in terms of character images, to delve deeply into the characters' hearts, and to accurately grasp the characters' personalities, I designed four questions:

1. How did Xiang Yu step by step From active to passive? How did Liu Bang move from passivity to initiative step by step?

2. What are the character traits of Xiang Yu and Liu Bang?

Question 1 is about grasping the content, which can trigger students’ inquiry psychology. Through comparative discussion and analysis, students will see that this is a process of constant transformation of contradictions, that is, along three consecutive sets of contradictions: fighting and not fighting, killing and not killing, and chasing and not chasing. Xiang Yu changed from active to passive, and Liu Bang changed from passive to passive. initiative. The fundamental reason lies in the different personalities of the two characters, which leads to the summary of Xiang Liu's personality in question 2. In this way, question 1 becomes the foreshadowing of question 2, and can make students feel that the character's personality is portrayed in contradictions, which also lays the foundation for the summary of character characterization methods.

When summarizing Xiang Yu’s character, students may have different understandings of his “unbearable” character. Is it the “benevolence of a woman” or the “benevolence of a gentleman”? On this point, students can be encouraged to debate and discover the weaknesses of Xiang Yu's character and the root causes of this struggle, thereby helping students understand the principle that character determines destiny and understand that Xiang Yu's tragedy is no accident. It can be said that Tragic character.

I combined these two questions together and used a table to provide prompts. The different personalities of the characters can be derived from the transformation of Liu and Xiang. There are corresponding generalizations and sharp contrasts, which will give students Make a lasting impression.

3. What would have happened if Liu Bang had not gone to Hongmen to apologize to Xiang Yu? What would happen if Xiang Yu killed Liu Bang at the Hongmen Banquet?

These are two hypothetical questions. The purpose is to arouse students' imagination and thinking, and to speculate on possible histories. The endings imagined by students may be diverse, as long as they can be justified and consistent with certain logic. Ask for consistent answers. This allows students to further understand the possible outcomes of Liu Bang and Xiang Yu's different personalities, thereby inspiring students' diverse thinking and practicing language expression.

4. What other characters are created in the article? Briefly describe their characters.

There are two reasons for setting this topic: one is to comprehensively grasp the needs of the characters with distinctive personalities in this article; the other is to highlight the contrasting shaping of the four groups of characters, as a foreshadowing for summarizing the characterization methods.

(3) Characterization method part

Due to the foreshadowing in the previous part, students will easily summarize the two items of characterizing in contradiction and contrast, which they learned in junior high school. The characterization methods in novels such as "Kong Yiji" will also remind more students that personalized language and actions are important ways to make the characters come to life, so students themselves can quickly summarize it.

　(4) Class extension part

I quote Lenin’s metaphor - sometimes the development of history is like a person trying to enter a room in a series of rooms, but unexpectedly the situation changes. Entered another room by mistake - summarize the full text to give students more ideas and reference.

Homework assignments:

1. Recite the third and fourth paragraphs in connection with the plot;

2. Write a post-reading review and talk about your story from "Hongmen Banquet" inspiration from.

Chapter 2 "Moonlight over the Lotus Pond"

1. Teaching materials

"Moonlight over the Lotus Pond" is the first chapter of the first unit of the second volume of the high school Chinese textbook This article, "Moonlight over the Lotus Pond" is a lyrical prose about the scenery. The focus of this part of the study is to appreciate the artistic conception of prose, combined with the requirements of the new curriculum standards, through "reading" in teaching to guide students into the text, understand the emotions contained in the author, and appreciate the beauty of language in "reading", so as to Take the initiative to explore the appeal of this article.

2. Teaching objectives, key points and difficulties

(1) Teaching objectives

1. Analysis of student situation

This article The teaching target is students in the first year of high school. The study in junior high school has enabled students to accumulate a certain amount of prose knowledge and have a certain ability to appreciate and taste prose. However, in terms of the depth and breadth of knowledge, aesthetic skills and abilities, , still needs to be strengthened.

2. Theoretical basis for setting teaching objectives

This unit is a modern and contemporary prose unit. The focus of learning is to spread the wings of imagination, feel the beating of the author's soul, and appreciate the beautiful scenery described by the author. , appreciate the expression techniques of prose.

3. Formulate teaching objectives

Based on the above analysis, the teaching objectives I determined are:

①Knowledge and ability: learn the author’s skills in using language; cultivate Students’ ability to appreciate prose.

②Process and method: Figure out important words and phrases while reading repeatedly. Cultivate students' learning style of "independence, cooperation, and inquiry" and master certain methods of appreciating prose.

③Emotional attitudes and values: Understand the emotions revealed by the author in his works and cultivate healthy aesthetic taste.

(2) Determine the key points and difficulties of teaching

Based on the requirements of the above three goals, I designed the key points and difficulties of teaching this course.

Key points and difficulties: through reading the language, especially the appreciation of the wonderful passages 4-5, appreciate the beauty of the language in the article and learn the author's language skills. Let students enter the emotional world of the work and understand the complex emotions revealed by the author in the article.

3. Preaching method

The essence of prose is aesthetic, so prose teaching is very suitable for the development of appreciation activities. In particular, beautiful lyrical prose describing scenes is often the whisper of the author's soul and is very suitable for reading aloud. According to the characteristics of this article and the requirements of the "Outline", reading guidance should be strengthened during teaching, so that students can feel the rhythm of the author's soul through reading, so as to understand the author's thoughts and feelings.

4. Lecture method

1. Reading method: reading in various forms and reading in large quantities.

2. Discussion method: Think and discuss through questions to guide yourself to think.

3. Questioning method: Guide students to discover problems from doubts and ask questions.

5. Teaching ideas

Since "Moonlight over the Lotus Pond" is a popular and beautiful article, reading is the way to interpret the text. I always carried out "reading aloud" during the teaching. Teachers create situations for students to get closer to the text through listening and reading and students' own reading. In the first reading, you feel the beauty of the pictures; in the second reading, you appreciate the beauty of the language; in the third reading, you experience the beauty of emotions; in the fourth reading, you are immersed in students’ life experience. Follow the rules of students' learning, rely on the "text" itself to speak, and let students talk to the text themselves and draw their own conclusions.

The author came out to relieve his inner depression because he was upset. We cannot know why the author was upset, but he described the scenery he wrote so beautifully and in detail. It can be seen that the author is restraining himself and trying to focus on the scenery in front of him. Whether he is looking at the lotus leaves or lotus flowers, they are all painted with such precision and detail. The author was originally looking at the scenery, but the beautiful scenery of the lotus pond attracted the author. The author began to enjoy the scenery selflessly. The fragrance of lotus floating in the wind made the author seem to hear the faint singing on the tall buildings in the distance. At this time, the author had already Becoming one with the scenery, reaching a state of selflessness. From looking at the scenery to appreciating the scenery, it guides students to reach a state of selflessness, and is intoxicated with the beautiful scenery together with them. They stay in the beautiful lotus pond forever and never return to the complicated and complicated reality.

6. Teaching hours: one class hour.

7. Teaching steps

(1) Import

Play "Moonlight over the Lotus Pond" Flash* opening: A night in summer, the moon hangs high and quiet In the lotus pond, a budding lotus, accompanied by soft music, poked its head out from a lotus leaf and slowly bloomed. The title and author of "Moonlight over the Lotus Pond" appear from the blooming lotus stamens.

(2) Question

Have you seen the header I designed? How do you feel when you see the flowers blooming?

There is an idiom that describes people who are very happy. It is related to flowers blooming. What is it? The heart is full of joy.

What does "flowers bloom" mean? Write a scene.

What do you write when you see flowers blooming and feel happy? Write about love.

What is the purpose of describing scenes? Lyrical.

(Introducing the theme of this lesson) Wang Guowei said in "Human Words" - "All scene language is love language." (Written on the blackboard)

(3) Recite the fourth and fifth paragraphs and perceive the beauty of the picture

Guide students to recite the fourth and fifth paragraphs.

The reason for this arrangement is that this is a beautiful and lyrical article, and full reading is a way for students to experience this article. The new curriculum advocates independent, cooperative, and inquiry learning methods, and "reading" is the most direct embodiment of the "autonomous" learning method. Just let the students read. Only by reading will they be able to read. Let students feel, think, and appreciate the charm of language while reading. This part is roughly divided into the following steps:

(1) Students read freely. The reason why students are not required to read together is because I think reading aloud is a process of re-creating the text, and this re-creation brings It has a distinct individual color. Each student's understanding of the article is different, and his priorities when reading aloud are different.

(2) The second step is to get students to read aloud. Teachers provide appropriate comments and guidance.

(3) The teacher will model read a part in a timely manner. "Beautiful reading and recitation" is "returning to the foundation of recitation in Chinese language education", and the key to recitation "lies in getting into the heart of the author's words". Moreover, the teacher's reading can easily infect the students' emotions, making "the inner world of the students easily resonate with the text", making the cold words come alive, and making the students listening to the class reach an emotional climax.

(4) Read it emotionally again. After listening to the model reading, compete in reading and exchange. Group competition, each group recommends outstanding candidates to read and perform in the class. Fully mobilize students' enthusiasm for participation through multiple forms of reading.

(4) Read carefully and experience the emotional beauty.

After reading several times, students will have a preliminary understanding of the text. Ask students to stand up and read four or five paragraphs aloud again. This time, students are asked to pick out the sentence paragraphs that they have the most experience with and read them with emotion.

(5) Reading taste, understanding the method of describing scenes that combines movement and stillness

Multimedia question: What scenes are written in the fourth and fifth paragraphs, are they dynamic or static? How does this relate to the author's emotions? What can we tell about the author’s character?

Based on the students’ full speeches, the teacher provides necessary inspiration and guidance, especially in those areas that are easily overlooked. Here are just a few examples:

1. Paragraph 4 Which actors are on the show? The fifth paragraph is used to create an atmosphere for the actors. What scenes are there? (Guide students to find out what scenery is described in the fourth and fifth paragraphs)

2. Is the lotus pond described in the fourth paragraph dynamic or static? (Understand the author’s writing method of combining movement and stillness)

3. What are the similarities between the fragrance of lotus and the sound of singing? (Understand the use of synaesthetic techniques)

4. Why does the author highlight the dynamics of the lotus pond? What is it for? (Group discussion to cultivate students' ability to cooperate in inquiry)

Clearly: Mao Zedong has a sentence in his "Qinyuanchun·Changsha" that "all kinds of frost and sky compete for freedom". He was inspired by the freedom of natural scenery. What comes to mind? So what kind of wishes will Zhu Ziqing have when he sees the freedom and vitality of lotus leaves and lotus flowers? Pursue freedom.

5. In the fifth paragraph, does the moonlight highlight the dynamic or the static? (Guide students to analyze the characteristics of the scenery)

6. Feeling uneasy Zhu Ziqing temporarily found peace in the beautiful moonlight of the lotus pond. What kind of emotion does the author feel towards the beautiful scenery in front of him? (Grasp the emotions and experience the expression of emotions through scenes)

7. What is the relationship between the movements and stillness of the lotus pond and the author's emotions?

(6) Get close to the author and experience the author’s faint joy mixed with a touch of sadness

If you are the father of six children, your wife and children all rely on you to support them, and your salary Not high, how do you feel? If you were born 70 or 80 years ago, experienced the April 12th coup, and saw the Kuomintang crazily attacking the Communist Party and progressive revolutionary youths, would you join the Kuomintang or the Communist Party? But the Communist Party was very weak at that time and could be killed at any time. Then you still have to join the Communist Party. What choice did Zhu Ziqing make at that time? He chose to escape and not join any party. Can you understand his mood?

Under the same white terror, people with different personalities will have different reactions. Lu Xun would say: "If you don't break out in silence, you will perish in silence." His language is like throwing a gun, like a dagger, always Reflecting his evil-minded character. Zhu Ziqing's character is relatively dull and peaceful. He derives joy from the moonlight in the lotus pond, and his joy is light. The light joy is also mixed with sadness, and the sadness is also - light.

(7) Apply what you have learned and use appreciation methods

8. Assignment: Choose a scene on campus and write an essay that blends the scene with your own topic.

Chapter 3 "Jing Ke Assassins the King of Qin"

1. Talking about teaching materials

(1) The status and role of teaching materials

"Jing Ke Assassins the King of Qin" is a famous piece of Warring States policy. Under the guidance of the "New Curriculum Standards" curriculum concept, it was selected into the second unit of compulsory course 1 of the People's Education Press textbook. Through the process of Jing Ke's assassination of the King of Qin, he expressed his praise for Jing Ke. Get to know Jing Ke’s spirit and righteous behavior of sacrificing his own life, helping the weak and those in need, and resisting the enemy. By studying this article well, you can feel the personality charm of Jing Ke, the tragic hero. You can also use the difference between ancient and modern perspectives to inspire students to read new ideas, use modern concepts to examine the work, evaluate its positive significance and historical limitations, and make some contributions in this regard. Useful exploration.

(2) Three-dimensional teaching objectives and basis for determination

1. Knowledge and skills

①Further master the common content words, function words and sentence patterns of classical Chinese, and cultivate classical Chinese Ability to segment and translate sentences.

②Learn to express the character’s personality in sharp and complex conflicts through the character’s language, actions, expressions, and demeanor.

Basis: The course standard points out that "read simple classical Chinese texts, be able to use annotations and reference books to understand the meaning of words and sentences, and understand the content of articles. Understand and sort out the meanings of common classical Chinese content words, classical Chinese function words and classical Chinese sentence patterns or Usage, pay attention to drawing inferences from one instance to other cases in reading.

”

2. Process and methods

Cultivate students’ abilities through reciting, raising questions, independent inquiry, and cooperative solutions.

Basis: The goal requires “reciting ancient Poetry and classical Chinese, and recite a certain number of famous works. "Through recitation, students can cultivate their literary and linguistic sense so that the image, artistic conception, style, rhythm, etc. in the work can be engraved in their minds." “Actively advocate learning methods of independence, cooperation, and inquiry.”

3. Emotions, attitudes and values ??

Understand the ideological content and learn to use the perspective of historical materialism to correctly evaluate historical figures and historical events.

Basis: "Requirements for methods of understanding and evaluating ancient literary works: the unity of historical perspective and modern concepts."

(3) Teaching focus, difficulties and basis for determination

p>

Key points: Analyze the character image, starting from the perspective of dialogue, action, and demeanor, to understand Jing Ke’s spirit and righteous behavior of sacrificing life, helping the weak, helping the poor, and resisting corruption.

Basis: The course standard states: "Study ancient Chinese excellent works, understand the Chinese national spirit contained in them, and lay the foundation for the formation of a certain traditional cultural heritage."

Difficulty: How to treat it The incident of Jing Ke's assassination of the King of Qin

Based on the fact that students have limited cognitive abilities and may have biased views on this issue and are unable to realize the rationality and limitations of assassinating Qin.

(4) Development and organic integration of course resources

Utilize film and television resources to present manuscripts through multimedia. Especially the two wonderful clips "Yishui Farewell" and "Assassination of Qin". It displays the poems written by literati in the past dynasties either praising or belittling Jing Ke's assassination of Qin Dynasty.

The new Chinese curriculum believes that students are the developers and creators of the curriculum, and teachers are the guides and organizers of students. They are the most important Chinese curriculum resources. They must be able to use textbooks to recreate and transform textbooks into It becomes the teaching content for developing students' Chinese literacy and gives the textbook content vitality. Therefore, teachers should create a situation to instruct and guide students to learn independently and personalized learning.

2. Lecture method

(1) Academic situation analysis

Due to the specific historical background of the protagonist of this article, students have been accustomed to accepting traditional appreciation of Jing Ke point of view, and even form a fixed mindset. Therefore, as a teacher, we should seize the opportunity to train students to look at problems from the perspective of historical materialism. Re-examine the works with modern concepts and form a personalized understanding.

(2) Analysis of psychological adjustment methods

Classical Chinese teaching is a difficult problem in high school Chinese reading teaching, and students often regard it as a daunting path. Teachers should do less objective and standardized exercises that are divorced from the Chinese context, so-called sorting out rules, and mechanical drills. The teaching of classical Chinese common sense should be small but precise, just to the point, and focus on improving students' ability in classical Chinese. Motivation to learn comes from interest in learning material.

(3) Method guidance for knowledge construction

The "new curriculum standard" aims to establish a learning style of "autonomy-cooperation-inquiry", so I designed:

(1) Reading aloud method - Only by reading repeatedly can students understand the author's emotions.

(2) Inquiry method - guide students to actively participate, learn independently, and give full play to collective wisdom.

The ancients said: "It is better to teach someone how to fish than to teach him how to fish." Mr. Ye Shengtao, an educator, said: Teach for the sake of not teaching, and learn for the sake of not learning. In this class, I designed the teaching based on the general rule of Chinese language learning "what was written - how it was written - why it was written like this", and promoted the teaching with the purpose of teaching students how to appreciate and read modern poetry, using "emotion" as the breakthrough point , with "reading" throughout, hoping to achieve the expected teaching effect.

3. Preaching method

Reading method, questioning method, discussion method.

Basis: Regarding the role of teachers, the "New Curriculum Standards" points out in the "Teaching Suggestions": "Teachers are not only one of the students' equal interlocutors, but also the organizers of classroom reading activities. Facilitator. "Teachers' guidance is important, but they cannot replace students' independent thinking with their own analysis. Therefore, in this class, I will use multimedia methods, read aloud methods, inspire inquiry methods, inspire students to think and explore, and hope to build a Chinese language classroom with harmonious and equal interaction between teachers and students.

IV. Teaching process

1. Introduction of new lessons

Today, we are going to teach a new lesson "Jing Ke Assassins the King of Qin". Regarding Jing Ke, benevolent people have always had different opinions. A wise man sees wisdom. Su Xun of the Northern Song Dynasty called him "the beginning of disaster," and Zhu Xi thought that he was "a brave man, but his deeds are indescribable." However, Sima Qian wrote a biography of him and commented at the end of "Historical Records" that his "famousness will last for generations to come." Others, such as Tao Qian, said that "although he is gone, his love will remain for thousands of years." Why did his predecessors make such comments about him? I believe that after studying this text, we will have a deeper understanding of Jing Ke. (Use multimedia to display the above content)

The students have already done the preview work, so where did the article come from?

1. Exchange the information collected by students and understand the "Warring States Policy".

"Warring States Policy" is an important historical work written by me during the late Warring States period and the Qin and Han Dynasties. It is also an important collection of essays. The author is no longer available. Initially there were names such as "National Policy", "State Affairs", "Short and Long", "Shiyu", "Long Book" and "Revised Book". After Liu Xiang of the Han Dynasty sorted it out, it was finally named "Warring States Policy".

The content of "Warring States Policy" mainly records the political opinions and stories of intrigues and intrigues made by counselors and counselors from various countries during the Warring States Period when they lobbied the princes or held discussions and debates. It also records the stories of some righteous heroes who were not afraid of violence and brave The act of fighting. "Warring States Policy" is good at discussion and narrative, and its writing style is smooth and lively. It plays an important role in Chinese prose.

2. Understand the background of this article. Let the students talk about it based on the historical knowledge they have learned.

At the end of the Warring States Period, six years before Qin unified China, Qin destroyed Han and Zhao, and the general trend of unification was set. Yan State, located in the northeast of Zhao State, was a weak country. In the beginning, the King of Yan gave Prince Dan to the Qin State as a hostage in order to make good friends with the Qin State. However, "Qin's encounter was not good", and Prince Dan fled back to the Yan State. In order to resist the powerful Qin's massive attack, he also reported to the mausoleum. Prince Dan wanted to assassinate King Qin. For this reason, he found Jing Ke and served him carefully. (Affirm students’ preview)

2. Study the text

(1) Let students use the reference book and compare the notes to read the text for the first time and underline difficult words and sentences. Grasp the plot of the work as a whole: (writing on the blackboard)

1. The beginning (Qin General Wang Jian defeated Zhao - I hope you will think more about it): the origin of the assassination.

2. Development (Jing Ke knew that the prince could not bear it--he finally gave up): preparations for assassination.

3.* (Once you reach Qin, you must get a contract to repay the prince): The king of Qin was assassinated.

4. Ending (last paragraph): Jing Ke was beheaded. A scene of thunderous and tense drama ended with the King of Qin being "dazzled for a long time".

(2) Questions

1. What kind of character traits did Jing Ke’s plan to assassinate the King of Qin show? What is the effect of writing "Unbearable" in Prince Pill?

2. Which aspect of Jing Ke’s character is shown in “Angrily scolding the prince”?

3. How does the author describe the scene of Yi Shui’s farewell?

Question design intention: Mainly to allow students to use the text to analyze the tragic characters from the perspectives of dialogue, action, demeanor, etc., and understand Jing Ke’s spirit of risking his own life, helping the weak, helping the poor, and resisting corruption. and righteous conduct.

4. What would happen if Jing Ke stabbed Qin Shi Wang to death? What would happen to China?

Question design intention: In previous classrooms, teachers always preset the classroom teaching process, preset questions, and even preset answers to questions. The teaching of this course has preset content and procedures, and also pays attention to the generation of the classroom. For example, students will raise similar questions: This is something that the author did not include in the preset content. However, as soon as the problem is discovered, the teacher immediately organizes the problem, lays out the problem, and guides the students to explore. How can we make everyone “active” and become masters of Chinese language learning?

(3) Discussion and summary: How should Jing Ke’s behavior of assassinating the King of Qin be evaluated?

Jing Ke’s assassination of the King of Qin was a just act of resistance to the revolution, and Qin’s unification of the six kingdoms was the trend of historical development. This cannot be changed by the wishes of individuals or a few people, so it can only end in tragedy. Jing Ke's assassination of the King of Qin was reasonable in terms of fighting against the negative factors in the process of historical development; in terms of the entire historical development process, it had great limitations.

Evaluation of Jing Ke has always been different.

However, most commentators believe that although Jing Ke did not understand that it was difficult for one person to turn the tide of collapse, nor did he understand that the unification of the Qin Empire was an inevitable trend of historical development, he was not afraid of violence or sacrifice, and stood up for the country in troubled times. The spirit and spirit of not shying away from hardships and dangers are still worthy of praise.

(4) Assignment

Organize your views on "Jing Ke assassinates the King of Qin" into an article.