Teaching objectives:
1. Understand Mr. Lu Xun's patriotic thoughts and feelings, and learn from Mr. Fujino's integrity, enthusiasm, rigorous scholarship and no national prejudice.
second, learn to choose typical examples to highlight the noble character of the characters.
Third, realize the effect of emotional color of language on expressing the theme.
Teaching ideas:
First, Mr. Fujino's care and help for Lu Xun reflects the noble character of Japanese scholars who have no national prejudice for academic purposes, which is the main reason why Mr. Lu Xun misses him and the focus of this paper. The article selects four typical examples when expressing Mr. Fujino's noble quality, so that students can remember them and understand the key points of the article.
Second, this memoir is entitled "Mr. Fujino", but more than half of the length is not written directly about Fujino. The author, on the other hand, wrote about the students from Qing Dynasty enjoying cherry blossoms and learning to dance, the "twilight" and "mito" passing through from Tokyo to Sendai, the "preferential treatment" given to him by the staff of Sendai Medical College, and the provocation of Japanese "patriotic youth" and watching movies in class. What is the internal relationship between these things and Mr. Fujino? What is the central meaning of Lu Xun to control the whole article? This is the difficulty of this article, so students should be guided to make it clear.
Third, the method of organizing materials in this paper is difficult for students to understand. When giving a lecture, we can first clarify the clues that the author uses the association with his husband as the organizing material, and then analyze how the author uses patriotism to run through the whole paper.
Fourth, the language in this article is concise and accurate, with strong emotional color, so as to guide students to read more and experience more.
5. The life time reflected in this article is far from the present, and the teacher should briefly introduce it as follows: the purpose of Lu Xun's study in Japan; Lu Xun's situation when writing this article; About Mr. Fujino.
6. When discussing and analyzing, we should closely follow the "preview tips", "training points" and after-class exercises before the text, so as to combine lecture with practice.
Teaching hours: 3 class hours
The first class
Teaching process:
First, introduce new lessons
Students, we have learned Comrade Zhu De's Memories of My Mother, and now we will learn another memoir, Mr. Fujino. This is an article by Lu Xun recalling his early life when he was studying in Japan. This memoir is different from Remembering My Mother in writing. The article is more literary, paying attention to the description of typical cases and focusing on the mental outlook of the characters. We should pay special attention when studying.
second, guide the preview
1. briefly introduce the background of the times and the relevant situation of Mr. Fujino.
(1) This essay narrates the life segments of Lu Xun when he was studying in Japan from late summer of 194 to early spring of 196. At the end of August 1926, Lu Xun left Beijing to teach at Xiamen University because of the persecution of the reactionary government of Beiyang warlords. The essay "Mr. Fujino" was written by Lu Xun at Xiamen University on October 12, 1926, after leaving Mr. Fujino for 2 years.
in p>1926, the first revolutionary civil war reached its climax, and it was also the eve of Mr. Lu Xun's leap from evolution theory to class theory. Lu Xun later said in a letter: "I came to Xiamen to avoid the harm of warlords and bureaucrats' gentlemen' for a while. However, I was also resting for a few hours to make some preparations." When we say "rest" and "preparation" here, we actually mean reviewing the revolutionary road we have taken, summing up and dissecting our own thoughts, and preparing for new battles. This paper not only praised Mr. Fujino's noble quality, but also recalled his ideological change of abandoning medicine and joining literature.
(2) About the purpose of Lu Xun's study in Japan (to guide students to read the text notes).
(3) About Mr. Fujino:
Mr. Fujino, with a strict surname, ranks ninth. He was born in a doctor's family in Fukui Prefecture in 1874 and graduated from Aichi Prefecture Medical College in Nagoya. In 194, he taught in Sendai Medical College. In 1915, Sendai Medical College was changed to Tohoku Medical University. Mr. Fujino went to Tokyo to study otorhinology, and later returned to his hometown, Kimura, Fukui Prefecture, to start business. He died on August 11th, 1945 at the age of 72.
2. This article is narrated according to the passage of time, the change of place and the sequence of events. The main narrative clue is the communication between Lu Xun and Mr. Fujino (acquaintance, getting along, parting and nostalgia). Students are required to listen carefully to the teacher or the recorded model reading, and pay attention to the structural level of the article, the pronunciation of new words and words, and the language with strong emotional color.
Third, study new lessons
1. Guide students to divide paragraphs of the article, prompting students to grasp narrative clues when dividing paragraphs.
After discussion, the students concluded clearly:
The article is narrated according to the passage of time, the change of place and the sequence of events, and the full text can be divided into three parts.
The first part (paragraphs 1-3) is what the writer saw and felt in Tokyo.
The second part (paragraphs 4-35) is the writer's communication with Mr. Wang in Sendai. (main part)
The third part (paragraphs 36-38) is the writer's memory of Mr. after he left Sendai.
2. Analyze the first part of the text.
(1) Question:
① What did the writers see and feel in Tokyo?
② what does "nothing" mean in the first sentence of paragraph 1? What does this mean? How does this sentence express the author's feelings? What's the effect on the following?
③ What characteristics does the author grasp and what rhetorical devices does the author use to describe the ugliness of "students studying abroad in Qing Dynasty"?
The discussion and analysis are clear:
① What the author saw in Tokyo was that the Qing students were decadent and ignorant, and they either visited parks and enjoyed cherry blossoms all day or learned to dance. Lu Xun, who is exploring the way to save the country and the people, is very disgusted with their thinking and behavior and does not want to be with them. Therefore, at the beginning of the article, it was said that "Tokyo is nothing more than this", expressing the author's disappointment with Tokyo. In order to seek the truth of saving the country, he had to leave Tokyo to "look elsewhere", which naturally led to the trip to Sendai.
② "nothing more" means "only" and "but"; "This way" refers to the reality that students studying in Qing Dynasty braid their hair, spread their braids, enjoy cherry blossoms, learn to dance, do not want to serve the country, and lead a drunken life. This sentence expresses the author's disgust at the foul atmosphere caused by Qing students in Tokyo; The role is to lay the groundwork for the following "go to other places to see".
③ When describing the overseas students in Qing Dynasty, we should grasp the characteristics of their braids. At the end of the Qing Dynasty, many people with lofty ideals cut their braids to show their break with the Qing Dynasty, and these students studying abroad had to learn fashion and show their loyalty to the decadent Qing Dynasty, so they had to braid their braids. The author uses rhetorical devices such as exaggeration to "form a Mount Fuji" and irony to "be really beautiful" ("be really" means "be really", and decorate "be beautiful" with "be really" to enhance the ironic power of this irony) to describe their braids, exposing the arty, unlearned, decadent nature of these Qing students and expressing their feelings.
(2) Summary:
In this part, the author mocked the ugly behavior of the overseas students in Qing Dynasty with pungent language, expressed the author's strong patriotic feelings, revealed the reason why the author left Tokyo for Sendai, and laid the groundwork for getting to know Mr. Fujino below.
(3) Instruct students to read the first part collectively and experience the vivid emotional color of the language.
four assignments
1. "Try to figure out and use" Question 6, Question 1 (completed in class).
[Reference Answer]
With the help of irony, the original text describes the ugly behavior of "students studying in Qing Dynasty", showing the author's dislike of students studying in Qing Dynasty who are ignorant and lead a drunken life. The language and feelings are vivid, and the revised text can't achieve such ironic effect.
2. preview the second part of the text in combination with "understanding and analysis" after class.
3. with the help of reference books, complete the explanation of the listed words in the "preview tips" of the text and add some words to the pronunciation.
lesson plan (second lesson)
1. Introducing new lessons
1. Check the learning effect and preview of the first lesson and think about the following questions:
(1) What four typical examples did the author choose in his communication with Mr. Fujino? What ideological qualities did Mr. Fujino show respectively?
(2) What characteristics does the author capture to describe Fujino?
(3) Apart from the four things about the writer's communication with Mr. Fujino, what else is written in this part? (Hint: I wrote about going from Tokyo to Sendai via Niri and Mito, about the "preferential treatment" given to him by the staff of Sendai Medical College, and about the provocation of Japanese "patriotic youth" and watching movies in class. What is the internal connection between these things and writing about Mr. Fujino? Understand the function of adverbs such as "probably" and "actually" in sentences.
(4) Understand the level and meaning of paragraph 5.
Second, study the new lesson
1. Read the second part silently, and guide the students to complete the first problem of "Understanding and Analysis" after class.
Four typical examples of the author's communication with Mr. Fujino show Mr. Fujino's care and education for Lu Xun, and reflect Mr. Fujino's rigorous academic spirit and noble quality without national prejudice. This is also the main reason why the author misses Mr. Fujino.
(Guide students to learn and master this writing method of selecting typical cases to express the ideological quality of characters. )
2. In the description of Mr. Fujino's image, in addition to selecting typical cases, the author also grasps his appearance characteristics and describes his "black and thin", "moustache", "wearing glasses and carrying a pile of books of all sizes", his clothes are vague, and "winter is an old coat". In a few words, he portrays the image of a scholar with a simple life.
(Ask the students to draw sentences describing the appearance characteristics. )
3. In addition to four typical things, I wrote the following things:
(1) I wrote from Tokyo to Sendai, passing through "Twilight" and "Mito".
I saw a lot from Tokyo to Sendai for six or seven hundred miles, but the article only mentioned two places, "Twilight" and "Mito". Because the word "Twilight" triggered the author's anxiety and indignation, I was deeply impressed and remembered it decades later. As for the "Mito", it is the place where Mr. Zhu Shunshui, who resisted the Qing Dynasty to death, died. The author naturally admired such a scholar with national integrity, so he never forgot the "Mito". Writing these things reflects Mr. Lu Xun's patriotic thoughts and feelings and plays a prominent role in the center of the article.
(2) Write about the "preferential treatment" received when I first arrived in Sendai. (Difficulties)
This paragraph can be divided into two layers:
On the first layer (1-3 sentences), it is written that "I" is given preferential treatment by "hope is the most valuable thing", that is, I don't charge tuition fees, and several staff members worry about my accommodation.
On the second floor (4-9 sentences), it is specifically written that several staff members are worried about my accommodation. I thought it was inappropriate for the inn where I lived to arrange meals for prisoners. After repeated persuasion, I had to move elsewhere. )
("Probably, hope is the most valuable thing" dominates the first floor, and the adverb "probably" in the sentence means extrapolation and estimation. After the author arrived in Sendai, he was given preferential treatment without paying tuition fees and the staff cared about his life. The special concern and care given to an overseas student from a foreign country certainly reflects the kind heart and friendly friendship of the Japanese people, but the author infers these expressions as "hope is the most valuable thing", which means that the author feels that he is not respected, but pitied and sympathized. It is full of the bitterness of a weak national and reflects the author's strong national self-esteem. )
("I can't believe I slept well." The adverb "ran" in the sentence means unexpected. It means that I didn't expect that the living conditions of this inn mentioned above were not good, and it was generally difficult to sleep well, but unexpectedly I slept well, expressing the author's disapproval of the harsh living environment. The word "incredibly" enhances the sense of humor of the whole sentence. )
When I first came to Sendai, I was given "preferential treatment" even though my living conditions were difficult. This writing is to prepare for Mr. Fujino's appearance, and to set off Mr. Fujino's concern and love for himself.
(3) Write about the provocation of Japanese "patriotic youth" (anonymous letter incident). (Difficulty)
Write the premeditated anonymous letter first, then briefly introduce the contents of the anonymous letter and some people write advertisements on the blackboard, insinuate and ridicule Lu Xun, and finally write the ending of the matter: "Finally this rumor is eliminated" and "I want to take back that anonymous letter". This is a victory of justice and safeguarding the dignity of the motherland. Nevertheless, the author's bitterness and resentment after being humiliated are still unstoppable, so, "China is a weak country ... no wonder they are confused."
(4) Write and watch movie events. (Difficulties)
The author was once again stimulated when watching the film showing the China-Russia War. The Japanese in the film were beheaded because of ignorance, and it was really sad to be a bystander because of ignorance and numbness. There was also a "I" watching the movie in the lecture hall. The author did not regard himself as an outsider and bystander. The content of the film always touched the author's heart, and his inner pain was palpable. When I heard Japanese students clapping and cheering, it added fuel to the fire! I can't help but say, "Alas, I can't think about it!" Expressed the author's uncontrollable anger.
the ideas expressed in items (3) and (4) have different emphases. The anonymous letter incident focused on writing that nationals of weak countries were discriminated against, thus inspiring the author to make his motherland rich and strong; The film-watching events focus on the unconsciousness of China people, revealing this important reason for the decline of our nation. These two things contributed to the author's determination to abandon medical literature for the prosperity of the motherland.
(Guide the students to look at the relevant notes in the text again. )
To sum up, these things written in the second part not only reflect the noble quality of Mr. Fujino, but also fully express Lu Xun's strong patriotism.
Third, assign homework
1. Complete Question 7, Question 4 of "Try to figure out and use". (completed in class)
[reference answer]
The adverbs "He" and "No" are used together to strengthen affirmation in a rhetorical tone, which shows that they are all so gloating and insensitive without exception, and strongly express the author's grief and resentment at the people's mental numbness under the long-term rule of reactionaries.
2. Preview the third part of the text.
lesson plan (the third lesson)
1. Introducing new lessons
Consider the following questions:
1. Where can we see the author's nostalgia for Mr. Fujino after he left Sendai?
2. How do you understand the meaning of the sentence at the end of the text?
2. Studying the new lesson
After reading, thinking and discussing, it is clear that:
1. Although the author has not sent photos or replied to Mr. Fujino since he left Sendai, "somehow, I always remember him." Here, the author directly expressed his nostalgia for Mr. Fujino. He also said that Mr. Fujino is "the greatest in my eyes and heart" and a teacher who "makes me most grateful and encourages me". The action of missing: binding and collecting the handouts corrected by Mr. Fujino; Hang Mr. Fujino's photo on the east wall opposite the desk; Turn nostalgia into the courage and strength of struggle, and "continue to write some words that are deeply painful for people like' gentlemen'."
2. Read the last sentence collectively and discuss its meaning.
"Whenever I am tired at night and want to be lazy, I catch a glimpse of his black and thin face on my back in the light, as if I were about to say something cadence, which suddenly made my conscience discover and increased my courage, so I lit a cigarette and continued to write some words that were deeply painful for people like' gentlemen'." (Start by grasping the understanding of adding words in sentences. )
The conclusion is clear:
(1) "Seems" indicates that the fact does not really appear, but it is just an imaginary scene of the author, but the inspiring power is enormous.