"Mr. Fujino" is a Chinese text in the second volume of the eighth-grade Chinese version published by the People's Education Press. The following is the lesson plan design of "Mr. Fujino" in the second volume of the eighth-grade Chinese version published by the People's Education Press to provide reference for everyone.
Topic
Mr. Fujino
New Course Type 1
Textbook Analysis
"Mr. Fujino" is An article in the first unit of Chinese language in the second issue of eighth grade. The theme of this unit is to trace unforgettable experiences in one's life, or to show an aspect of the life of celebrities and great people, and to reveal the meaning of life. "Mr. Fujino" narrates fragments of the author's life while studying in Japan from the late summer of 1902 to the early spring of 1906. The writing date was October 12, 1926, more than 20 years after Lu Xun said goodbye to Mr. Fujino. When Lu Xun studied in Japan in his early years, it was during the Russo-Japanese War. Many Japanese people were deeply poisoned by narrow nationalism. Lu Xun deeply felt the greatness of Mr. Fujino's personality, and with gratitude, he praised his teacher's ethics. , praising his friendly feelings towards the Chinese people.
Lu Xun originally wanted to take the path of "learning medicine to save the country", but the "anonymous letter scandal" and the "movie incident" greatly hurt his national pride, making Lu Xun realize that in order to save the country, he must heal the people. of numbness and ignorance, which requires the use of literature and art to awaken the sleeping citizens. So he decided to abandon medicine and pursue literature. This move is the expression of the author's patriotic thoughts and feelings. We also know that junior high school students are also in the period of self-awareness and youth rebellion. Let them understand the experiences of celebrities and great people, understand their personality charm and life pursuits, which can arouse the beautiful emotions in students and guide them to think about their own pursuits.
Academic Situation Analysis
This article is long and involves many people and things, so students may have certain difficulties in learning. Teaching requires 2 class hours. If you cover everything during the lecture, you will inevitably focus on one thing and miss the other, giving students a "piecemeal" feeling. This requires teachers to grasp the text as a whole and highlight the key points and difficulties. Among the two focuses of this article, the interaction with Mr. Fujino is a narrative clue, which is easier for students to grasp. Therefore, the focus should be on "feeling Mr. Fujino's noble qualities", and on this basis, let students experience Lu Xun's patriotism. Spirit. Master the two key points of this article from easy to difficult. In order for the classroom to truly become a student's classroom, and to truly make students the masters of learning, it is necessary to mobilize students' enthusiasm. To this end, I designed a central "question" to encourage students to use group cooperation methods to complete the interpretation of the text during cooperative exchanges, and guide students to experience Mr. Fujino's noble qualities. However, in order to understand Lu Xun's patriotism and the words and sentences in the text that reveal the author's strong thoughts and feelings, students must gain experience through a variety of readings.
Teaching objectives
1. 100% of students understand Mr. Fujino’s noble qualities and the author’s strong patriotism.
2. 85% understand the emotional color and style characteristics of Lu Xun’s language.
3. 80% learned the writing method of selecting typical events, grasping the main characteristics, and expressing the character's qualities.
Important and difficult points in teaching
Teaching focus: 1. Understand the author’s study abroad in Japan, his interactions with Mr. Fujino and the writing background of this article. 2. Grasp the organizational structure of the text and understand the ideological content of the text.
Teaching difficulties: Master how to write this article to highlight the character's qualities through typical examples
Preparation before class
1. Can guide students to watch the 10 sets of 8 of the Central Government after class Collection of TV special program "Mr. Lu Xun"
2. Organize the works of Mr. Lu Xun that you have studied.
Teaching tools
Multimedia
Teaching hours
Two hours
1. Emotional regulation:
After studying the essay "From Baicao Garden to Sanwei Bookstore", we learned that although the old gentleman in Sanwei Bookstore was educated in a feudal book school, he was quite open-minded. Therefore, Lu Xun was "very fond of him". Respectfully". Although he was "very respectful", he was not very affectionate. Mr. Fujino was a professor at the Japanese Medical College when Lu Xun was studying medicine in Sendai, Japan. What kind of teacher was he? What was Lu Xun’s feelings for him? Let’s visit "Mr. Fujino" together! (Written on the blackboard Topic)
Task 1: Preview and test, lay a solid foundation (1) Check the preview of new words
1. Students exchange the difficult words and words marked during preview. The words that need attention are listed below:
绯(fēi)红: bright red. Rumor: Unfounded bad news that is circulated. pīe: take a quick look. Abnormal shape: Abnormal shape. Remainers: a. People who stayed abroad; b. People who remained loyal to the previous dynasty after a change of dynasty; c. People left behind after the great chaos. Xùn: rude; rude; proud and arrogant. Its name is euphemistically called: (beautifying something that is not beautiful).
(2) Check the mastery of the writer’s works:
1. Students introduce Lu Xun and his works. Born in 1881 in a gradually declining feudal family in Shaoxing County, Zhejiang Province. He died of illness in Shanghai in 1936. His original name was Zhou Shuren. Lu Xun was the pen name he used when he published his first vernacular novel "A Madman's Diary". He is a famous modern writer, thinker, revolutionary and the great founder of modern Chinese literature. We learned about his works in junior high school, including "From Baicai to Sanwei Bookstore", "A Changhe's Classic of Mountains and Seas", and "She Opera".
2. "Morning Flowers Plucked at Dusk"
"Morning Blossoms Plucked at Dusk" is a collection of essays written by Lu Xun. The title means "morning flowers are not picked up until evening." A collection of memories of his teenage experiences and feelings after middle age. The original title is "Revisiting Old Things". This set of essays is a collection of essays soaked in the fresh and sweet taste of fruits and vegetables in his childhood hometown. Lu Xun put these beautiful memories into prose , compared to a group of flowers blooming in the morning light, picked up for self-admiration and masturbation, rather than directly for fighting. It can be said that "Morning Blossoms Plucked at Dusk" is a love song about boyhood life, rather than throwing spears and daggers at the enemy. The "From Baicai to Sanwei Bookhouse" and "Ah Changhe's Classic of Mountains and Seas" we mentioned earlier are all selected from this collection.
Task 2: Understand the author’s purpose of studying abroad
Lu Xun went to Japan to study medicine with the desire to seek a way to save the country. He studied medicine at Sendai Medical College from 1904 to 1906. He originally planned to come back after graduation to treat the sufferings of patients who were mistakenly treated like his father, so as to realize his life dream of curing diseases and saving people, and saving people and the country. But Lu Xun did not become a doctor in the end. He later gave up medicine and went to Tokyo in 1906 to engage in literary activities. After returning to China in 1910, he continued to use literature and art as a weapon to fight and became a famous litterateur, thinker, and revolutionary.
Transition: What is going on? Let’s read this text together.
Task 3: Self-study, overall perception, clarifying the structure
1. In what order is this prose narrated? What is the central narrative? What is the clue? To narrate?
2. Note: How many places has the article changed?
3. Divide the paragraph level of the article and talk about the main idea of ??each part.
Task 4: Review knowledge and check immediately
Correct the answer to the first big question in the homework to consolidate basic knowledge
Conclusion:
< p> In this lesson, we have understood the relevant basic knowledge and clarified the structure. In the next lesson, we will continue to study the theme of this lesson in depth, and have an in-depth understanding of what kind of person Mr. Fujino is and why the author is full of respect for him.Students listen and think.
Task 1 Activity
(1) Memorizing new words
1. Teachers and students interact, and the teacher randomly checks the pronunciation of some students.
2. The teacher points out easily misspelled words and mispronunciations
3. Students recite it twice to consolidate their memory.
4. Talk to each other in pairs at the same table and test each other
Wise men speed up: implement every word, follow the sentences in order, read the whole text carefully, and understand the general meaning of the text.
5. Group reading competition (ppt test).
Students practice their answers.
6. Read to the whole class.
(2) Understand the writer’s works
1. Read Note 1 to yourself and outline the key points of the criticism.
2. Students supplement the authors’ status in the preview
3. Supplement the authors’ works according to the courseware.
4. Recite the key points of memorization
The knower accelerates: read the text and find out the author’s purpose of studying abroad from the text
Task 2 activity
< p> 1. Students verbally introduce the writing background learned in the preview2. Teacher’s supplements
3. Students take notes and remember the key points
Task 3 Group talk display
1. Group activities to discuss these three issues. It will take about 5 minutes
2. Show the learning results of the group. The No. 2 student in each group will speak, and other students will supplement.
After discussion, students made it clear:
1. The article organizes typical materials in the chronological order of the development of things. Mr. Fujino is the center of the narrative, and the changes in the author's thoughts and feelings are used as clues.
2. Changed three locations: ① "I" in Tokyo; ② "I" in Sendai; ③ after "I" left Sendai
3. Clear the structure
p>Part One (Paragraphs 1-3): Write about "my" experiences and feelings in Tokyo.
The second part (paragraphs 4-35): This is the main part of the full text, writing about "I" meeting, getting along with and parting with Mr. Fujino in Sendai
Praising Mr. of noble quality.
Part Three (Paragraphs 36-38): Write about "my" feelings about missing Mr. Fujino after I left Sendai, and the encouragement and inspiration he had given me by his lofty spirit.
Task 4: Practice and Consolidate
Some students wrote the answers to the first question on the blackboard before class. After the teacher pointed out the corrections, they corrected their mistakes on their own.
Assign homework to complete the second major question of training
Blackboard writing design
Mr. Fujino Lu Xun
Part 1 (paragraphs 1-3 ): Write about "my" experiences and feelings in Tokyo.
The second part (paragraphs 4-35): This is the main part of the full text. It writes that "I" met, got along with and parted with Mr. Fujino in Sendai, and praised Mr. Fujino's noble qualities.
Part Three (Paragraphs 36-38): Write about "my" feelings about missing Mr. Fujino after I left Sendai, and the encouragement and inspiration he had given me by his lofty spirit.
Teaching Reflection
Topic
Mr. Fujino
New Course Type 2
Teaching Material Analysis
Mr. Fujino" is an article in the first unit of Chinese language in the second issue of eighth grade. The theme of this unit is to trace the unforgettable experiences in one's life, or to show an aspect of the life of celebrities and great people, and to reveal the meaning of life. "Mr. Fujino" narrates fragments of the author's life while studying in Japan from the late summer of 1902 to the early spring of 1906. The writing date was October 12, 1926, more than 20 years after Lu Xun said goodbye to Mr. Fujino. When Lu Xun studied in Japan in his early years, it was during the Russo-Japanese War. Many Japanese people were deeply poisoned by narrow nationalism. Lu Xun deeply felt the greatness of Mr. Fujino's personality, and with gratitude, he praised his teacher's ethics. , praising his friendly feelings towards the Chinese people.
Lu Xun originally wanted to take the path of "learning medicine to save the country", but the "anonymous letter scandal" and the "movie incident" greatly hurt his national pride, making Lu Xun realize that in order to save the country, he must heal the people. of numbness and ignorance, which requires the use of literature and art to awaken the sleeping citizens. So he decided to abandon medicine and pursue literature. This move is the expression of the author's patriotic thoughts and feelings. We also know that junior high school students are also in the period of self-awareness and youth rebellion. Let them understand the experiences of celebrities and great people, understand their personality charm and life pursuits, which can arouse the beautiful emotions in students and guide them to think about their own pursuits.
Academic Situation Analysis
This article is long and involves many people and things, so students may have certain difficulties in learning. Teaching requires 2 class hours. If you cover everything during the lecture, you will inevitably focus on one thing and miss the other, giving students a "piecemeal" feeling. This requires teachers to grasp the text as a whole and highlight the key points and difficulties. Among the two focuses of this article, the interaction with Mr. Fujino is a narrative clue, which is easier for students to grasp. Therefore, the focus should be on "feeling Mr. Fujino's noble qualities", and on this basis, let students experience Lu Xun's patriotism. Spirit. Master the two key points of this article from easy to difficult. In order for the classroom to truly become a student's classroom, and to truly make students the masters of learning, it is necessary to mobilize the enthusiasm of students. To this end, I designed a central "question" to encourage students to use group cooperation methods to complete the interpretation of the text during cooperative exchanges, and guide students to experience Mr. Fujino's noble qualities. However, in order to understand Lu Xun's patriotism and the words and sentences in the text that reveal the author's strong thoughts and feelings, students must gain experience through a variety of readings.
Teaching objectives
1. 100% grasp Mr. Fujino’s noble character and the author’s strong patriotism.
2. 85% understand the emotional color and style characteristics of Lu Xun’s language.
3. 80% learned the writing method of selecting typical events, grasping the main characteristics, and expressing the character's qualities.
Important and difficult points in teaching
Teaching focus: 1. Understand the author’s study in Japan, his interactions with Mr. Fujino and the writing background of this article. 2. Grasp the organizational structure of the text and understand the ideological content of the text.
Teaching difficulties: master the way of writing this article to highlight the character's qualities through typical examples
Preparation before class
1. Can guide students to watch the 10 sets of 8 of the Central Government after class Collection of TV special program "Mr. Lu Xun"
2. Organize the works of Mr. Lu Xun that you have studied.
Emotional regulation:
Introduction: In the last class, we understood the basic knowledge and clarified the structure. In this class, we will continue to study the theme of this class in depth and understand it in depth. Let’s take a look at what kind of person Mr. Fujino is and why the author is full of respect for him. (Blackboard writing topic)
Self-study:
Task 1: Study and analyze Fujino’s image 1. Students use independent skipping. When reading about Mr. Fujino, students browse paragraphs 6-10 and find sentences that describe the character's appearance, language, etc.
After answering, it is clear:
The impression of witnessing - rigorous scholarship
Hearing and seeing - the image of a frugal scholar
2. Students Based on your reading perception, there is an oil painting portrait of Mr. Fujino in the color illustration behind the title page of the textbook. Please provide a brief description of this portrait. Answer in the form of "Mr. Fujino is a ___________ person" and choose an angle to summarize the character:
Teacher guidance and tips:
⑴ Portrait with distinctive characteristics: "Dark and thin ”, “bearded”, “wearing glasses” medical professor.
⑵Life habits perspective: live a frugal life.
⑶Academic perspective: Serious and responsible, rigorous scholarship.
⑷The perspective of treating students: enthusiasm, sincerity, and persuasion.
3. Transition: This is the author’s first impression of Mr. Fujino, including what he saw with his own eyes and what he heard with his ears. After reading this, the image of a scholar with a simple life and rigorous scholarship has been revealed to us. This is the author's and our readers' preliminary understanding of Mr. Fujino. Let us continue reading to see what the author describes for us about Mr. Fujino. Through these things, we will have a deeper understanding of Mr. Fujino’s inner qualities. Let's take a look. I wrote about several things between me and Mr. Fujino in one article, and they each reflected Mr. Fujino's ideological qualities.
4. Students read paragraphs 11-23 aloud and ask them to give each thing a subtitle. Make it clear what quality of thought Mr. Fujino embodies in each incident.
Conclusion: The text specifically writes four typical examples, which show Mr. Fujino’s noble qualities of rigorous scholarship, integrity and enthusiasm, and no national prejudice from different aspects.
Task 2: Understand writing techniques
1. Question: After learning 6-23 paragraphs, do we understand what points should be paid attention to when learning to write similar compositions?
< p> Students think and answer, teacher summarizes.Make it clear: ① Learn how to choose typical examples to highlight the character’s qualities ② The narrative should be detailed ③ Pay attention to depicting the character’s expression when narrating
2. In addition to directly writing about Mr. Fujino in the text , what else did you write?
A. The dirty and vulgar life of a Qing student studying abroad in Tokyo, admiring cherry blossoms and learning to dance; B. The deep impression of Nippori and Mito on the way to Sendai; C. Being inspired by Sendai Preferential treatment by medical staff; D. The provocation and movie-watching incident of Japan’s “patriotic youth”; E. The change of thinking of abandoning medicine and pursuing literature.
Task 3: Study the key sentences
< p> 1. Read paragraphs 1-2 intensively and think:(1) "Tokyo is nothing more than this" echoes with which sentences in the following paragraphs? What emotions does the author reveal?
(2) Is it okay to change "It's really beautiful" to "It's really ugly"?
2. Read paragraph 5 carefully and think:
(1) When "I" arrived in Sendai for the first time, I received preferential treatment. The reason was that "things are rare and valuable." Can the "probably" in the sentence be replaced by "because"?
(2) "I actually slept peacefully" What does "quite" mean in the sentence? What role does it play in expressing thoughts and feelings?
3. Read paragraphs 24---31 carefully and think:
(1) How Do you understand the sentence "China is a weak country, so the Chinese are of course imbecile. If the score is above 60 points, it is not their own ability: no wonder they are confused."
(2) " What does "why" in the sentence "Why don't they cheer like drunkenness" mean?
4. Read paragraph 38 carefully and think about:
What does "discovery of conscience" mean?
What does "increase courage" mean?
What does "gentleman" mean?
Task 4: Explore the purpose of the text
For the purpose of the text Understand, which of the following statements do you prefer? See after-class exercise 1 for details.
Task 5: Expand and compare reading
This is also a teacher’s memoir. Try to compare the author’s thoughts and feelings contained in this article and “From Baicao Garden to Sanwei Bookstore”. What's the difference?
Conclusion:
In this class we got to know an ordinary but great teacher and felt the teacher-student relationship that spans nationalities. An excellent teacher is like an eternal lamp that will shine on people for a long time and give people spirit and strength. It seems that the text study can be over. Is it really over? The title of this article is "Mr. Fujino". Why is there so much other content in the article? Is it the failure of the great writer, or is there another purpose?
Students listen and think.
Task 1 Activity
1. (Student activity) Find out the author’s description of Mr. Fujino in the article, and talk about what Mr. Fujino was like when the author first arrived in Sendai. How does the text describe the image of Mr. Fujino?
Students think and answer
2. Students discuss in groups
Group presentations.
3. Think and write
4. Students read paragraphs 11-23 of the text aloud and give each thing a subtitle
Think about it independently and then discuss it together Table communication
Clearly: Add and modify handouts——Responsible for correcting anatomical diagrams——Strict requirements for caring about practice——Enthusiasm and sincere understanding of foot binding——Practical spirit
Those who know accelerate : Discuss and share within the group, and display the results of the discussion on the small blackboard.
Task 2 activities
1. Students answer orally
2. The teacher supplements and guides students to summarize the rules
3. Students take notes , remember the key points
Accelerate the knower: Think about the double-line structure of the article
Teacher's instructions: Understand the double-line structure: Bright line: The author's interaction with Mr. Fujino. Hidden thread: the changes in the author's thoughts and feelings (the author's patriotic feelings - abandoning medicine and pursuing literature)
Task three activities
1. Group activities to discuss these four issues. It takes about 5 minutes
2. Show the group learning results.
3. Students organize notes
Task 4 activity
Independent thinking, Communication at the same table
Oral answer presentation
Task five activities
1. Presentation after group discussion
2. Thinking and exploration
p>Homework Assignment: (Choose one of two)
1. Learn the writing method of grasping the main characteristics and deeds of this article to express the character's ideological quality, and write a short article. (Requirement: Choose someone you are familiar with to write. Before writing, you must observe carefully and be able to make further contacts and in-depth understanding.)
2. Many years later, Lu Xun wrote to his mentor Mr. Fujino, asking you Write a letter on his behalf to express my memory and gratitude to Mr. Fujino.
Design of writing on the blackboard?
Mr. Fujino Lu Xun
He cares about students and works conscientiously and responsibly in adding and correcting handouts
Correcting anatomy diagrams has strict requirements on students
Care about the anatomy practice with enthusiasm and sincerity, and pay attention to the progress of students' ideological concepts
Understand that women's feet are bound to seek truth from facts and explore research
Teaching reflection