Zou Ji satirized the teaching case of Qi Wang.

Zou Ji satirized the teaching case of Qi Wang-learning ancient Chinese has always been a headache for both teachers and students. In the face of difficult classical Chinese, students have neither interest nor patience, the classroom atmosphere is lifeless and sleepy, and it is difficult for teachers to sing solo. The teaching effect can be imagined. The inheritance of China's 5,000-year-old culture and the study of classical literature and history inevitably need to be immersed in the ancient books written by predecessors, and it is impossible to bypass the precipitation of thousands of years' essence and step into the relatively superficial and impetuous vernacular world.

Junior high school students have been exposed to some simple ancient poems and classical Chinese, so it is natural for them to improve their learning requirements when they enter the second day of junior high school. We need to lead students to study ancient Chinese deeply, which can not only accumulate their strength in tackling key problems in the future, but also pave the way for their further study in the future. Therefore, how teachers and students learn ancient Chinese together has become a top priority. As an educator, I actively practice in daily classical Chinese teaching, trying to open up a relaxed and happy learning sky on the basis of predecessors. On the teaching of Zou Ji's satire on coachable, King of Qi —— Reflections on the teaching of ancient Chinese.

1, students take the initiative to learn and introduce competition mechanism:

We are used to dumping all the knowledge of lesson preparation on students, especially ancient Chinese, and think that students are not good enough, as long as they can listen and write. The profound learning content, passive learning and initiative deprivation are the important reasons why many students hate learning ancient Chinese. Therefore, we should return the classroom to students, especially to learn ancient Chinese. For example, Zou Ji satirizes the basic knowledge such as word translation in Qi Wang, which is solved by students themselves, and the teacher only guides the knowledge points and the ideological content of the article. First of all, give students enough time to preview and ask them to complete the migration task. The students in my class have formed a habit, and I just need proper supervision and inspection. In order to improve the preview efficiency and enhance the preview effect, before students study independently, I will tell them that the preview is finished, let several students complete the phonetic notation of key words on the blackboard, and ask them to leave the books and challenge their memory. This often becomes the first exciting point in the class. Many students volunteered to go on stage, and then they were judged by their classmates. Or let each group challenge each other with a more obvious competition mechanism, which will be more lively. In order to beat each other, students will thoroughly read books and faculty, fully discuss and learn independently. As long as teachers pay attention to remind students not to make meaningless provocations and difficulties when asking questions, they will only pick strange, difficult and biased questions, which will affect the final score of the group. This method is very effective in the teaching of Zou Ji's satire on Qi Wang.

2. Create real situations and actively participate in the classroom:

In the teaching of "Zou Ji's satire can be taught, Qi Wang", students are full of interest, actively participate in the classroom, direct and perform by themselves. In such a real situation, students not only understand the content of the article, but also accurately grasp the psychology of the characters. The most important thing is that no students are bored and idle, and the competitive lever still stimulates the students' nerves, and everyone has finished the text unconsciously. If teachers and students can't help but say: So soon? Isn't that what we want?

3, a variety of teaching methods to tap the potential of students:

In the study of classical Chinese, we may have formed a mindset. In each class, students are asked to trot according to the writing method of pronunciation-word meaning-sentence meaning-paragraph layering-article ideological content. It's time for class to be over. The task is finished. As for the geometry that students get after being held by the teacher for 40 minutes, it is not known. Of course, we should form our teaching characteristics, but we can't stick to it. We might as well try more and adopt a variety of teaching methods, so that students can learn ancient Chinese under our guidance instead of dragging their feet. This is a popular and natural realm.

In the teaching of Zou Ji's satirical and trainable King Qi, I asked the students to fully tap the potential of the students around the teaching task by means of group competition, self-performance, debate, consulting materials and launching at the same time, so that every student can participate in it and have the opportunity to perform. It is in this atmosphere that many students are no longer afraid of classical Chinese and performances.

Zou Ji satirizes the second teaching idea of Qi Wang.

This is a difficult classical Chinese. During the second phase of curriculum reform, it was used as a text in the textbook of senior one. Later, when the textbook of the second phase of curriculum reform was revised, it was moved to the text of junior two. The text is long, although the whole story is not particularly difficult, it takes a lot of effort to clear the text. So before class, I imagine that students should do enough preview work in sentence dredging. Use extracurricular time to let students learn by themselves, ask questions and exchange questions, and then spare ten minutes for teachers and students to answer questions that can't be solved by self-study, so that students can fully familiarize themselves with the content of the article. At the same time, students are also required to read the text repeatedly after class until they are proficient. On this basis, spend a class to interpret the text, experience the art of speaking, feel the charm of analogical reasoning, and grasp the personality characteristics of the characters.

Academic goal

1, read aloud repeatedly, and translate the full text with the help of reference books and notes below the text. Through the communication between teachers and students, we can solve the problems in writing. (Answers before class)

2. By reading the characters' language repeatedly, we can understand the mentality of the characters when they speak, so as to grasp the tone and expression of the characters when they speak.

3. Through the analysis of the article, I can understand Zou Ji's character and Wang Qi's character. At the same time, I also understand Zou Ji's speaking art and the role of analogical reasoning-euphemism.

4. Infiltrate emotional education naturally with the help of the characteristics of the characters in the text: dare to accept the criticism of others and point out the shortcomings and mistakes of others with artistic euphemism.

Teaching focus

Understand the characters' language and grasp the mentality of the characters when they speak. Analyze the characters' language and behavior, and grasp the characters' personality.

Teaching difficulties

Experience and learn the method of analogical reasoning, and can use it.

teaching process

First, the teaching goal is to use students' extracurricular time to solve problems independently.

Second, be straightforward and get to the point.

Third, test the students' self-study ability.

Fourth, analyze the text.

1, from problem solving to text analysis:

Question 1: What does the title mean?

Question 2: What made Zou Ji think of remonstrating with the King of Qi?

2. The role reads the dialogue of the characters in the text and understands the mentality of the characters when they speak.

3. Analyze Zou Ji's personality characteristics, understand Zou Ji's speaking art and feel the charm of analogical reasoning.

4. Analyze the personality characteristics of the King of Qi.

5. Infiltration of emotional education:

Combined with the actual life of students, talk about the enlightenment from Zou Ji and Wang Qi.

Verb (short for verb) homework

1, word definition. (exercise paper)

2. Comparative reading "Zhao Gong slandered Wang Li".

3. Writing: In view of a bad phenomenon in the class, draw inferences and make criticisms and suggestions.

Teaching reflection

Success: I think the most successful part of this class is that the blackboard design is reasonable. The design of media blackboard books and traditional handwritten blackboard books complement each other. In this way, the key points of the knowledge learned in the whole class are clearly displayed in front of the students. Clear, focused, not rigid. Secondly, the teaching process of this course should be reasonable and conform to students' cognitive laws. Before class, the knowledge of classical Chinese vocabulary was implemented solidly and passed the inspection and verification. Thirdly, how to use classical Chinese for such a relatively difficult junior high school student? Difficult to teach? I think this idea is feasible. I want to grasp several knowledge points and ability points that junior high school students should master and focus on implementation. I don't want to cover everything, just ask students to study realistically.

Failure: The biggest failure is still my old problem. The teacher's teaching language is not precise and concise, and it is a bit verbose. As a Chinese teacher, I always feel that my teaching language is not strong in Chinese. During the lecture, due to the students' nervousness, the preset student activities were not fully carried out. However, in the face of this state of students, there is no flexible and effective change strategy to eliminate students' nervousness and adjust the classroom atmosphere. In the process of imparting knowledge, although we have learned this method of analogical reasoning in the first two texts, we should review and emphasize it again as the focus of knowledge in this lesson and experience the characteristics of euphemistic reasoning of analogical reasoning again. However, we did not calmly consider this point in the implementation of classroom teaching, so we did not handle it well and felt that we did not implement the key points. In the whole teaching, the emotional communication between teachers and students is not enough, and the interaction between students and students, the interaction between teachers and students and the survival of new knowledge in interaction are not enough. Teachers talk too much and students don't talk enough. This course has not fully penetrated new educational and teaching concepts.