Case analysis of ninth grade Chinese teaching

It is very important to analyze the case of China. The following are the nine-grade Chinese teaching cases I collected for your study.

A case study of ninth grade Chinese teaching;

The new Chinese Curriculum Standard points out that the focus of reading teaching is to cultivate students' ability to feel, understand, appreciate and evaluate. Gradually cultivate students' ability of inquiry reading and creative reading, advocate multi-angle and creative reading, use reading expectation, reading reflection and reading criticism to expand thinking space and improve reading quality. ? New courses and new ideas urge our Chinese teaching to meet new challenges with a new attitude and a new look. Under the background of the new curriculum, to cultivate students' reading sensibility, comprehension, appreciation, evaluation and creativity, we must break the traditional teaching methods. Take My Uncle Yule as an example. My operation process is as follows:

First class: Students read the text by themselves. Impression and feeling of first reading.

The second class: four-step reading method, complete novel reading.

First, find and analyze the main characters.

Highlight 1: From the title, who is this novel written about? (Yule) Judging from the content of the novel, is Yule the hero of the novel? Discuss this problem.

1. Before the discussion, the teacher suggested: How to judge whether a character is the protagonist? There are three angles. First, look at the number of characters in ink; Secondly, look at the position and role of characters in the novel; Third, look at the writer's creative intention. This way of reading with a main question is called looking for reading, looking for discovery, everyone starts reading, takes notes after discovery, and then groups activities. And determine the spokesperson.

2. Students look for the text. Start thinking about comments.

3, group activities, determine the group spokesperson.

4. Make sure that the four groups start to communicate and report their findings.

5. The teacher summed it up. Yule is not a hero. Yule appears in this article. One is family talk, the other is introduction, and the third is on a cruise ship. The real heroes are the Phillips.

Highlight 2: Although Yule is not the protagonist in the novel, the teacher feels that Yule is everywhere in the text. What's everyone's opinion? Look for information from the text and talk about your own understanding.

1. Students read the text and arrange relevant information.

Communicate with each other and make it clear: Yule obviously doesn't have much pen and ink, but it is very important. Its fate decided the change of Phillips, which occupied an important position in their family and caused great waves. He is the clue to this novel. We solved another problem by reading the first one? The clue of the novel, this is the effect of reading.

Second, read rationally and experience subtle ideas.

Just now, we clarified the clues of the novel together. Based on this, we will sort out the plot of this article and read the text in a combing way, which is rational reading. Read the story and practice one word each to summarize the story:

From the order of the text: [Looking forward to] having fun? [Catch] Yule? [Like] Yule? [Scold] Yule? Hiding in music

Judging from the plot of the novel: [Catch up with] Yule? [Hope] Yule? [Like] Yule? [Scold] Yule? Hiding in music

Highlight 3: Why should the screenwriter arrange this? ① Why? Catch up with music? Arranged by interpolation? ② Why should we arrange to meet on the boat? I can design it this way: can't Yule write it a few times and tell him that he is unfortunate and depressed? What is the difference after the change?

1, group activities, determine the group spokesperson.

2, communicate with each other, one person to speak, other students can make a supplement. The discussion is clear: ① ingenious suspense, repeatedly rendering the homesick atmosphere and mood at the beginning, laying the groundwork; Two twists and turns, climax after climax, constitute the twists and turns of the plot, as the saying goes? Does the word look at the mountain as if it doesn't like peace? That's the truth. (3) Arranging a meeting on the ship provides a unique booth for the appearance of the characters, which can better reflect the personality characteristics of the protagonist and has a strong irony.

3. Teacher's Summary: Summary Backboard: The plot of the novel is beautiful.

Third, read and comment on the characters.

This article is not only attractive with subtle ideas, but also enduring with full characters. The best way to understand characters is to read the details. Grasp the characters' language, movements, demeanor and psychology to analyze. Where is the best part of this novel? (Scold Yu Le, climax part)

First, let's read some wonderful clips together. Please read the passage at my prompt.

On the cruise, my father was moved by his wife's noble diet, so he invited his family to eat oysters. He pretends to be elegant and pretentious, which is the peak of vanity and an unfortunate beginning. Mother's words are very interesting: (read paragraph 23)

(2) When my father walked up to the old sailor, he suddenly found that the man looked like Yule. He looked very upset, suddenly became nervous and even lost his mind: (Read paragraph 25)

At the mother's request, my father went to the captain again, and finally confirmed that it was Yule in extreme worry and panic. The news came as a bolt from the blue for my mother, and her anger exploded like a volcano. Their illusory peak of happiness suddenly fell into the abyss of reality: (read paragraph 38)

Perhaps it is a little sympathy and pity for my uncle's misfortune. I tipped Uncle Yule 10 copper coins, but my mother still remembered the last wonderful performance, which once again exposed her mean and selfish soul: (read paragraph 46)

Highlight 4: Which words are the most expressive in character description? Grasp these expressive words to comment on the characters.

1, tasting demonstration: Paragraph 25, tasting? Uneasy? ,? Staring at it? ,? Hurry up? ,? Very pale? ,? Two eyes are also unusual? ,? In a low voice? The role of words such as words in expressing characters.

2. Students read the sentences and comment on the characters.

3. Teacher's summary: Through analysis, what we see is a mercenary, hypocritical, selfish and cold image. They regard the rich and the poor as brothers. In their eyes, love is not as good as money! (blackboard writing)

Fourth, speak and read, and talk to the characters.

After reading this novel, do you have anything to say about the characters in it? Or do you have anything to say to the author? For example, after the teacher finished reading it, I want to say to the writer: Mo Bosang, thank you for your wonderful stroke, which outlines the reality that money is supreme and human nature is extinct in capitalist society. Living in such a reality is the sorrow of mankind! Can you say a few words in combination with your reading experience?

Learning ends in cooperative discussion and communication. Review the teaching of this article. I think the implementation of these three ideas is successful.

First, give students enough time and freedom to read the text well. This is the basis of dialogue. Read through the text and read out your feelings. This kind of reading is free reading and effective reading. But in our usual teaching, students spend less time reading by themselves, and even less time reading their feelings. At the beginning of the class, students haven't opened their mouths to read, and students haven't entered the works to experience. Teachers impose on students, indicating that teachers do not fully believe in students' reading ability and reading experience. In my teaching, I give students a lesson to read freely (except for self-study) and ask them to talk about their understanding of works and characters after reading. Facts have proved that this goal has been achieved.

Second, create main questions and let students explore the text at different levels. This is the key to the dialogue. As a classic of world literature, it has both the breadth of content and the depth of thought. How to teach this novel well with less time and good effect? I designed four main questions and four bright spots: reading, solving the problems of main characters and clues, which is the key to open the text; It is the easiest perceptual knowledge for students to read and solve the ideas of works, and the subtlety of ideas can be realized through rational inquiry; Reading is the central task of novel reading, which is to understand the characters by reading the details, and then learn the methods of characterization. Speaking and reading, expressing your knowledge and understanding of the theme, beauty and characters of the article, is a higher level reading. In this way, from shallow to deep, one layer at a time. Let students gradually feel the meaning of exploring the text and the fun of reading activities.

Third, let students express and strengthen their Chinese ability in inquiry and dialogue. Inquiry reading makes the concept of cooperative learning the best practice. In group inquiry activities, there is a clear division of labor between the speaker, the recorder and the supplementary. In terms of expression, students are required to strive to express their reading experience, improve the viewpoint of the integrated group, and speak words with coherent meaning, clear hierarchy and delicate language. From one sentence to a few sentences, and then to a paragraph, it is well-founded and close to the theme.

Do you still remember such a passage in the Chinese curriculum standard? Reading teaching is a process of dialogue among students, teachers and texts? . According to the characteristics of novel as a literary genre, the implementation of inquiry reading teaching can build a truly open communication platform for students, change text interpretation into text appreciation and language inquiry, and jump out of the text to read the text, which can make Chinese teaching show new vitality.

Student? Singing opera? The teacher set the stage. Give back the time to students as much as possible, so that students, teachers and texts can form a whole, and the three can communicate, collide and communicate. Students can challenge the authority of the text, and teachers can also have their own unique opinions. Reading teaching classroom has become a stage for teachers and students to study and explore together, and it is also a dialogue between students and texts, and between teachers and texts.

Case analysis and suggestions on Chinese teaching;

In the second half of the seventh grade, I took a Chinese mock exam. Zhao Pu, an ancient Chinese prose, was found in the examination paper. There is such a problem: Zhao Pu studied The Analects in his later years. Please choose one from the Ten Analects of Confucius and talk about your understanding. Ten Analects of Confucius is a knowledge point in the first half of the first semester of junior high school. This topic is very special and difficult, which not only tests students' old knowledge, but also tests their understanding ability.

At that time, many students couldn't answer this question, but most students in our class answered it, and the answer was very good. Recalling the lesson "Ten Analects of Confucius", due to the proper teaching methods, students learn easily and remember it firmly, and recall the teaching cases at that time for reflection:

The ten articles of the Analects of Confucius, I set three knowledge goals:

A understand the relevant knowledge of the Analects of Confucius and clarify its historical value.

B understand the general knowledge of classical Chinese, and master the sound and meaning of key words and the usage of some function words.

C. If you can recite and write the full text skillfully, you must say the meaning of the sentence.

The competency objectives are:

A. master? Classified notes? Cultivate students' ability and habit of sorting out and summarizing language materials.

B understand the profound philosophy contained in the text and cultivate students' awareness and truth of applying what they have learned.

The goal of moral education is:

A. understand the ideological content of the text and let students reflect on themselves.

B. Learn the language essence and ideological essence of the text, and establish a correct outlook on life under the influence of traditional culture.

I used it in class. Review the meaning of the text? Summarize key knowledge points? Contact students' study and life practice? Summary extension? The four steps of teaching:

1. Review the meaning of the text and consolidate the results of students' discussion and inquiry.

Please read the text first, then let the students discuss and speak, and answer and explain each sentence one by one. Because students have mastered these contents in advance, they can focus on students, and teachers can only add a little to consolidate, review and deepen their impressions.

2. Summarize key knowledge points.

This link is one of the teaching focuses of this lesson, which can not only help students understand and consolidate the main knowledge points of the text, but also help students understand and master it on this basis? Induce and sort out knowledge points? Learning methods, consciously cultivate students to develop good review habits. Can be divided into four parts:? Polysyllabic words? 、? Common words? 、? Different meanings in ancient and modern times? 、? Idiom induction? (attached courseware)

Teaching method: First of all, please raise your hand and answer all the questions, and the teacher will explain them appropriately. Then, on the basis of students mastering the knowledge points in the classroom, the teacher extended the explanation of this learning method. Benefits:

A. it is helpful to clarify the knowledge points of the text and facilitate accumulation and review.

B: It helps to train your ability to collect and organize information.

C. it is conducive to cultivating your reading ability.

3. Contact the actual situation of students' study and life, so that students can have a deeper understanding of the life truth contained in The Analects.

This link is another teaching focus of this class. In view of the problems that students in our class have encountered in their study and interpersonal communication in recent months, we consciously guide and educate students by innuendo through the truth contained in this lesson, understand and understand our own shortcomings through our own thinking and discussion, and at the same time understand the meaning of the text more deeply, deepen our memory and apply what we have learned.

Teaching methods: Teachers give examples, set situations, and let students discuss which text we should use to educate them in the face of this situation.