Teaching Plan of Luxun's "Takeism" Excellent Course

As teachers, teaching plans are often compiled according to teaching needs, which is conducive to the improvement of teaching level and the development of teaching and research activities. How to write lesson plans to play a better role? The following is the lesson plan of "Takeism" prepared by Mr. Lu Xun for everyone. Welcome to read the collection!

Teaching plan of Luxun's "Takeism" excellent course 1 1. Teaching objectives

(1) Learn from Mr. Lu Xun's attitude towards cultural heritage and establish the idea of critically inheriting cultural heritage.

(2) On the basis of clarifying the structure of the article and grasping the content of the full text, we can understand the characteristics of argumentative writing and humorous language style in a simple way.

(three) to express their views on a current social phenomenon or ideological point of view.

Second, the focus of teaching

(1) Grasp the content of the text from the perspective of structural thinking.

(2) Carefully consider the language art from the perspective of grammar and rhetoric.

Third, teaching difficulties

(1) Why did the author talk about taking it away first and then taking it away?

(2) The analogy in paragraph 3.

(3) the difference between "investment", "investment" and "delivery" in paragraph 4.

Fourth, the teaching time:

2 class hours

first kind

Teaching essentials

Grasp the content of the text as a whole

teaching process

(1) Guide people in the new curriculum (omitted). Theme of Multimedia Exhibition and Lu Xun's Portrait

(B) Discuss the new curriculum: clear structural thinking.

1, understand the manpower from reading aloud

The first step: browse the full text, find out all the "isms" and see where the "takenism" began to appear. Students can easily find it in the fifth paragraph. )

Step 2: Draw students to read 5 paragraphs. Requirements: A marks the birth of new words and four comprehensible sentences; B, summarize the content and clarify the author's thinking; C. compare your own ideas with those of the author.

Step 3: Implement the above three issues one by one.

Step 4: Multimedia presentation of thinking: Just now, the author discussed the profane content, which seems to be complete and compact, but why did the author start from here? Did he digress from Wan Li?

Step 5: Let the students read paragraph 1-4: a Underline new words and sentences that they don't understand; B, summarize the main points; Understand the role of this part.

Step 6: Solve the above three problems one by one.

2. Start with comparative analysis.

Step 1: Students discuss the differences between the two parts. The first half mainly refutes wrong views, which is called refutation; The second half is mainly to clarify their own ideas and demonstrate; The rebuttal here is for argument.

Step 2: Students discuss the differences between the two parts. These two parts are putting facts and reasoning. However, the facts in the first half are objective classic examples (using multimedia to print out the pictures of newspapers at that time), while in the second half, there are both objective typical examples (multimedia showing pictures of British opium, German guns, American movies and various small things printed with "completely domestic products" in Japan) and virtual metaphors (multimedia showing pictures of a poor young man getting a big house, what to do): B, analogy argumentation in the first half and analogy argumentation in the second half.

(3) Summary and induction

1, summarizing the full text.

First, students discuss questions and answers, and the teacher writes on the blackboard.

The second step, the teacher summed up why we should put forward takenism, what is takenism, and how to implement takenism. Mr. Lu Xun's attitude towards inheriting Chinese and foreign cultural heritage is completely consistent with Comrade Mao Zedong's proposition, that is, "Make the past serve the present and foreign things serve China" and "discard its dross and take its essence".

2. Summarize the content of this lesson.

This lesson mainly discusses the author's ideas and the structure of the article, as well as the main content of the full text. Pay attention to the difference between thinking and structure: thinking is the clue for the author to arrange materials, while structure is the level of paragraphs formed after the article is written, which is the embodiment of thinking. When writing an article, you should first form an idea, draw a blueprint in your mind, and then construct it according to the diagram to complete the structural content.

Second lesson

Teaching points:

Try to understand this language.

Teaching process:

(1) New lesson introduction: Last class, we discussed what Lu Xun's "takenism" had written and knew what an argumentative essay should write. This lesson mainly discusses how Mr. Lu Xun wrote "Takeism" and what methods and skills are worth learning and learning from.

Learn a new course

1, Mr. Lu Xun's essay is short, pithy and difficult to read, but this article is easy to understand. The reason is that, in addition to listing a large number of typical things, the application of analogy and metaphor is successful.

(1) Discuss the analogy in the third paragraph.

Step 1: Read the third paragraph together.

Step 2: Master the characteristics and format of analogy.

Step 3: Summarize this paragraph into standard analogical reasoning.

Step 4: Students independently complete analogical reasoning for a period of time, such as comparing Mars with the Earth and drawing a conclusion.

(2) Discuss the metaphorical arguments in paragraphs 8-9.

Step 1: Read these two paragraphs.

Step 2: Master what metaphor is, its characteristics and functions.

Step 3: Find the vehicle and refer to the exercises after class.

Step 4: Push out ontologies one by one.

Step 5: Talk about the benefits of this kind of writing.

Step 6: Please use metaphors to prove the necessity and urgency of reducing the burden in primary and secondary schools.

2. Lu Xun's essays are like throwing a gun like a dagger, which is mainly reflected in the humorous and ironic language style. Let's enjoy them.

The first step is to illustrate the language style of Lu Xun's humor and satire from the texts that students have learned (multimedia display of satirical sentences in On Friends' Surprise)

The second step is to quote humorous sentences in the text and experience their expressive effect (students read books independently, then communicate in groups and finally communicate with the whole class)

The third step is how to use humor and irony to distinguish the background of Lu Xun's life from today's background, and to distinguish the contradiction between ourselves and the enemy and the contradictions among the people.

3. Mr. Lu Xun's essays are short and pithy, which is inseparable from his accurate choice of words and sentences.

(1) Differentiate "throw", "throw" and "send" in the fourth paragraph.

(2) Understand the accuracy of verbs "hang", "hold" and "send" in 1.

(3) Comment on the word "good" in paragraph 2, "lame", "faint eggs" and "waste" in paragraph 8, and "use", "storage" and "destruction" in paragraph 10, some of which are irreplaceable and some of which are just right.

(4) Sentence-making pays more attention to short sentences and long sentences, simple sentences and complex sentences, and the whole sentence and scattered sentences are reasonably matched and complement each other, which is both magnificent and cadence.

(3) Summary

1, the teacher summarizes the content of this lesson, and then read the text in groups. Methods: The whole class was divided into two groups, one group read the first part and the other group read the second part. Requirements: read sentence patterns, tone and passion.

2. The teacher arranges the composition after summing up the full-text teaching, that is, in the research topic, there should be a lot of facts and data, analogy and metaphor should be used, and new terms and concepts should be introduced appropriately.

The second part of the teaching plan of Lu Xun's "takenism" excellent course;

1. Understand the connotation of Lu Xun's "takenism" proposition.

2. Learn to use metaphors to demonstrate and correctly understand the meanings of various metaphors.

3. Understand how to treat Chinese and foreign cultural heritage correctly.

Teaching focus:

1. Understand the connotation of "takenism".

2. Attitudes and methods towards cultural heritage.

Teaching difficulties:

Learn the methods of metaphor argumentation and the meaning of metaphor in this paper.

Moral education infiltration:

How do we teenagers face the cultural accumulation of China for thousands of years? With the constant immersion of "Japanese tide" and "Korean tide", how should we teenagers face it?

Teaching methods:

Reading comprehension; Inductive comparison; Inquiry; Discussion summary.

Teaching aid preparation:

multimedia courseware

Teaching process:

First, import; Pre-class investigation; How many people like watching Korean dramas?

How many people like watching Japanese cartoons?

What brand of electrical appliances do you use at home?

2. In the face of this "Japanese tide" and "Korean tide", what should teenagers, as the stars of hope in the future of the motherland, do? Mr. Lu Xun has given us the answer: bring it. So what is the realm of "bringing" written by Mr. Lu Xun? Let's look at the rest of the "takenism", which is also the key part of this article.

Third, master the thinking of the article.

< 1 > ①-④ Expose and criticize the essence and consequences of "sending away"

(2) ⑤-⑨ Expound the basic viewpoint of "takenism" and criticize the wrong tendency of treating cultural heritage.

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Fourth, study the text,

1, which words in paragraph 5 are ironic? What role does it play in the article?

"Modern": Fashion. It is very fashionable to say "send away" blindly. It is very ironic.

"stingy" refers to "rich" and "generous" in the third paragraph. The two are in sharp contrast, satirizing the people who "send away".

The fifth section is a transitional section, which plays the role of connecting the preceding with the following.

2. At the end of the fifth paragraph, it is said that "in addition to" sending ",we have to" bring "the doctrine of" taking ". What is takenism and how to understand it?

We should use our brains, open our eyes and get it ourselves!

Use the brain: the brain thinks independently and has opinions;

Open your eyes: be sure to see clearly and be discriminating;

Help yourself: if you have a choice, help yourself.

The first four paragraphs mentioned "closed door" and "farewell". What's the difference between them and "take-out" (compared from characteristics, essence, advantages and disadvantages)?

Closed-doorism, send away, take away.

Don't send the features, don't take the initiative to send them, you have to bring them.

In essence, it is xenophobia, xenophobia, flattery, seeking glory, self-deception, patriotism and peaceful exchange.

Advantages and disadvantages of losing power and humiliating the country and ceding land compensation

Leading to the degradation of the dispatch culture and the loss of sovereignty.

Hurt the offspring and become a new person.

Literature and art call themselves new literature and art.

4. Paragraph 8 of the article criticizes several wrong attitudes towards cultural heritage?

The essence of species expression

Yuji is afraid of being polluted and wandering around, afraid to enter the door, afraid of inheritance, refusing to learn from it, and evading doctrine

The faint egg flew into a rage and set fire to the blind, xenophobic, hypocritical and left-wing naive patient.

5. The ninth paragraph vividly discusses the attitude and method that "takenism" should adopt to cultural heritage by means of metaphor.

Specific method of vehicle body

The essence of shark fin cultural heritage is utilization and consumption.

Harmful pipes and lamps can be properly kept, sent to museums as part of negative teaching materials, and the rest destroyed.

The reactionary and decadent part of concubines should be completely abandoned and separated.

Metaphor argument: metaphor is a rhetorical device. From this point of view, if metaphors are used in argumentative writing, and things that are difficult to understand and profound are explained with easy-to-understand and simple things, and the images are vivid, we can concretize the abstract truth and explain it simply, simply and vividly, thus strengthening the probative force of the argument. Pay attention to the metaphor used when using it, and be sure to demonstrate it in an appropriate way.

For example, jealousy: "jealousy not only harms others, but also harms yourself." Psychologically speaking, jealousy is like a poisonous insect, which often gnaws the jealous person's own mind to pieces. "It is difficult to escape from an uncomfortable and extremely uneasy situation all day."

Here, jealousy is compared to a poisonous insect, which strongly demonstrates the viewpoint that jealousy harms people. Vivid, infectious and convincing.

6, learning the third part:

(1) Read the last paragraph aloud.

(2) Briefly explain the content of each sentence.

Quantitative content of sentences

The conclusion is that you should bring it.

(2) The concrete practice of acquisitivism.

(3) the result of acquisitiveness.

(4) Brinchmann should have the conditions.

⑤ Point out the significance of takenism from the opposite side.

Verb (abbreviation of verb) summary:

At present, there are many behaviors of learning from the ancients in society, and I want to express my views on these behaviors.

1, 27 school-age children from Shaoguan attended the opening ceremony held in Gong Xue, Shaozhou. They write correctly, cinnabar bears moles and serves tea to their parents. In front of the statue of Confucius, he received traditional virtue education such as respecting teachers and respecting morality, and modern civic education of "patriotism, law-abiding, honesty and courtesy".

2. Beijing opera enters the primary school classroom.

3. Opening Ceremony of Foshan Ancestral Temple

4. The 2003 graduates of Zheng Da Institute of Chemical Technology chose Hanfu to take photos with their graduation caps and gowns and pay tribute to their teachers.

5. Dress in Hanfu and salute the statue of Qu Yuan.

Ending of intransitive verbs

Every patriotic teenager, when faced with thousands of years of traditional culture and various foreign cultures, should have a clear mind and be a "takeaway" person described by Mr. Lu Xun.