Courseware for "Back View"

Courseware 1 of "Back View"

(1) Teaching objectives:

Knowledge and ability objectives:

①Understand what this article captures Characteristics of characters, choosing the best angle for proposition conception, and writing methods for organizing materials.

② Feel the beauty of this prose and learn the simple and natural language without any modification.

Process and method goals: Make students feel the truest love in the world through reading, experience, interview, communication, etc.

3. Emotional attitudes and values. Goal: to experience the family relationship between father and son, to understand the most loved one in the world, and to be a filial person. Learn how to see the true love from the ordinary.

(2) The teaching focus of this class:

Learn and feel how Zhu Ziqing uses light writing to express the deep love between father and son, and inspire students to be a filial person .

(3) Teaching difficulties:

Shorten the time and space distance between students and the author, eliminate the strangeness between students and the author, guide students to enter the situation, combine with life, be infected, and experience the author Feelings, producing emotional cries.

(4) Class schedule: two classes (this teaching design belongs to the first class)

(5) Teaching process:

1. Introduction

Students, the teacher is always sleep deprived these days. Do you want to know the reason? Because, I have never been a TV fan. These days, I am obsessed with TV series. Do you know what TV series attract teachers? These TV series have a common theme: reflecting deep and touching father's love. The image of the father portrayed by the actors in the film deeply moved me. They are the selfless and sincere and touching mute father in "The Wrong Ride", The farmer father in "Our Father" works hard for his children all his life without regrets, and the intellectual father in "My Brothers and Sisters" provides justice and strength to his children. Each of them and each character moved me deeply, shocked me, and made me immersed in the deep father's love and unable to come out. Today, I am fortunate to have another opportunity to taste and feel my father's love. And I feel very happy to be able to feel this love with the students here. So today's fatherly love comes from the essay "Back View" written by Mr. Zhu Ziqing.

(Reflection: This emotional introduction is relatively successful. Students go from curiosity to enlightenment, generate excitement, and then enter the situation, which sets an emotional tone for the classroom to feel "father's love".)

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2. Content Perception

"Back View" is an article that requires us to read aloud with true feelings, feel with our hearts, and think with wisdom. Our main task in this class is to learn And feel how Zhu Ziqing uses light writing to express the deep love between father and son.

(Reflection: Here the teacher proposed to the students the teaching methods and teaching focus of this class. It should be said that it can summarize the characteristics of this class. However, unfortunately, later on, in the "Reading with true feelings" The link is not done well, it is a bit formal and not implemented in practice)

First of all, I would like to ask the students to read the full text together with the teacher. The teacher reads the first, second, third and last paragraphs, and everyone imitates the teacher. Use the tone, tone and emotional grasp to read four, five or six paragraphs. Then think about what things my father did for "me" in the passage you read aloud?

——Send off in person, take care of the luggage, negotiate the price, send the son to the car, choose the seat, give instructions to the son, and ask the waiter to buy oranges for the son.

These things all happened in a specific place: Pukou. Who are the characters: Father and son. What is their purpose in Pukou: to say goodbye. So if I asked you to use six words to summarize paragraphs 4 to 6, which four words would you choose to use? ——Father and son farewell in Pukou.

This is the main event of this article. So, in the farewell scene in Pukou, which thing do you think touched you the most? ——Buy oranges for your son. (From the perspective of "I", how should this matter be summarized? - I hope my father will buy oranges.)

(Reflection: Step by step into the situation through the teacher's model reading and the students' reading together , and then grasp the key points of the article content, the transition is very natural, the teaching effect is also obvious)

Focus on exploration

(1) Father loves his son:

1． However, I think as a father, it should be said to be a very common thing to buy a few oranges for his child to eat on the road before he leaves. You may have similar experiences, right? But why is this scene written by Zhu Ziqing so touching? Not only was he moved, but the readers were also moved.

Next, I ask the students to read the sixth natural paragraph emotionally and freely, and then ask the students to talk about what parts of this paragraph moved you? Why does it move you?

Clearly: Four sentences from my father (analyze the emotions contained in each sentence, the language is simple and concise, and the feelings are deep and touching)

Father's body shape? (Increased The difficulty of buying oranges, this is a staggering back)

What is my father wearing? (Cyan and black make us feel that this is a heavy back)

My father’s clothes when buying oranges Back view (analyzing the function of the verb, this is a difficult back view)

"My" tears (using my inner feelings to highlight the difficulty of my father buying oranges)

Combined with "I" "To understand the unusual family situation at that time

——This is a loving father who does his best for his children while running around and working hard.

Invite a student to read the sixth natural paragraph aloud, and let us quietly feel this deep father's love again.

(Reflection: This part is the most important part of this class. I spent about 10 minutes on it. Generally speaking, all aspects have been covered, except for the "'My' Tears" part. Because the students didn't mention it, we didn't expand it and put it in the analysis of "My feelings towards my father". Because I forgot about it, I didn't do it. Instead, it was placed at the end of the class, and the format was still the same. Read together. After finishing the class, during the reflection process, I found that there are many things that I am very dissatisfied with in this link. The first is that the analysis of the four sentences my father said was very unsuccessful. However, if these four sentences can be allowed to imitate the father's tone and be read aloud repeatedly under the guidance of teachers, it will not only improve the students' reading level, but also be very beneficial to the students' understanding of the image of their father. It is more in line with the teaching method of "reading with true feelings" mentioned above. Unfortunately, it is not implemented. Secondly, the explanation of "Buying Orange Back" is not detailed enough. It only talks about the subtlety of verbs and the touchingness of the back. The specific function of each verb, the close-up method used to depict the back, and the function of depicting the back have not been explained in depth)

　2. Since the article depicts the image of a loving father, then, while the content remains unchanged, should I change the title "Back View" to "My Father" or "Father's Love"?

Clearly: It’s not good, not impossible. The back figure appears four times in the article (analyze the functions of the four back figures - eliciting the back figure, portraying the back figure, saying goodbye to the back figure, and missing the back figure). The back figure is the freeze-frame of the father's image and the narrative clue of this article. There are thousands of things that can be written about parents' love for their children. This article uses small things to see the big things, and condenses the father's true love of "bowing down and willing to be a coward" into this "back figure". The "back figure" here represents a loving father and a loving father. With father's love. For example, the familiar Tang Dynasty poet Meng Jiao's "Wandering Son" condenses all the complex and subtle emotions of a mother towards her son who is about to leave in the act of "secretly sealing the gap before departure". Therefore, it is most appropriate to use "back view" as the title. Zhu Ziqing's use of back view to structure the full text is also a novel and unique aspect of his expression, which can arouse readers' endless associations and deep thoughts.

(Reflection: The design of this part of the content is good. It not only solves the beauty of the question, but also solves the role of the four "backs", which is helpful for understanding father's love and understanding of writing. This way of asking questions , it is easier for students to accept and understand.)

(2) Son loves father:

So a father is so good to his son, does a son understand his father’s affection? Why? Tell us what you think.

Analysis: Two times of self-blame (analyzed based on special age stages)

Three times of tears (what kind of emotions are they filled with?)

Son’s emotional changes : Puzzle - Enlightenment - Gratitude

(Reflection: This is a secondary focus of this class. The transition of questions is natural. Students can immediately identify this emotional change and explain it in the "self-blame" part. Can connect with reality and form a resonance with the author)

4. Feel the father’s love

The students answered very well. In this hymn of father’s love, What beats are ordinary notes; what plays is a series of affectionate melodies; in the hymn of love, there are no earth-shattering stories, but simple words, touching tears, and ordinary actions. The son became sensible, understood his father, and felt his father's "love" in the ordinary little things in his father's life - so he cried. In the son's tears, we readers seem to see the back of the fat father, wearing a green cotton robe and a black mandarin jacket.

Students, there are many ways to feel love, and the plain language, actions, and expressions of the characters contain deep and boundless emotions. "The world does not lack true love, but it lacks a heart that feels true love." Let us use our moved hearts and beautiful eyes to discover this world of love! Please talk about a touching scene or moment between you and your parents.

When you feel something, you must know how to repay it. At this time, do you want to say a few words to your parents?

I was deeply affected by what my classmates said. Today, I would also like to say a few words to my father, who works in a small mountain village:

This year’s birthday, because I was busy with work, I couldn’t go back to celebrate his birthday. My father said on the phone that he can celebrate his birthday every year from now on, and work is the most important thing. And don’t I know that as children, we must not place our love for our parents on yesterday or tomorrow. My father does not have much education, but he has always said that he would like to listen to my class, but he has no chance. Today, I recorded our class "Back View" on MP3. I want to give it to me as a birthday gift. My father, and want to say to him: Happy birthday, Dad! Can classmates join me in blessing our father?

(Reflection: This part of the content should be the most exciting part of this class. My original intention was to awaken students’ feelings of family affection. However, during the interview process, at the beginning, the examples mentioned by the students It was very boring. It was nothing more than my father buying things for me, my father taking me to the hospital, etc., until a girl raised her hand and stood up and said that she always forgets her parents' birthdays, but her parents always remember this matter on her own birthday. As she spoke, her eyes filled with tears. She cried and choked up her words. The scene was very touching. I was also moved, so naturally I talked about my father and my birthday wishes to him. They should know how to reciprocate when they feel it, not only with words, but also with actions. The students were very moved after hearing this, and a few girls secretly applauded. But unfortunately, not enough students spoke in this session, and all of them were speechless. It is limited to girls, and there is no opportunity for future fathers (boys) to talk about their feelings. Finally, I asked the students to read the sixth natural paragraph with their love for their fathers, and finally experience the greatness of father's love together. I read better than last time.)

5. Homework assignments

See "Extra-curricular links" and complete "Speak freely" and "Practical actions". In the next class, we will discuss and communicate. These two jobs.

Attachment: Extracurricular links

(1) Background supplement (omitted)

(2) Speak freely

1. A media outlet in Wuhan reported that "Back" has been excluded from the E-education Chinese language textbooks due to objections from 70% of students. It said that the most representative reason among the students' objections was: "My father did not obey the traffic rules and crossed the railway at will." line" and "the father's image is not chic enough." After studying this lesson today and your understanding and appreciation of "Back View", do you think "Back View" should be deleted from the textbook? Why? (Tip: In addition to refuting the reasons put forward by the other party, you can also refute from the charm of the article "Back", such as structural arrangement, material cutting, language use, angle selection, characterization, emotional expression, etc. )

2. In our lives, there are many casual details that can touch our hearts. For example: the first buds grow on the treetops in spring; a nostalgic old song from a distance in autumn; a piece of tissue handed over by a friend when crying; the warmth of curling up in the arms of my mother when I was a child; When you cross the road, your parents hold your hand tightly; when you get home on Saturday, your parents have already prepared a table of steaming meals for us... There may be many, many more such things. Please enter the word "moving" in your memory, search it, and see how many results come out. Please write it down below.

(3) Practical Actions

Please go back home and use your own unique way to show your parents and relatives that you understand them and appreciate the support they have given you. Gratitude for caring and caring. Pick up food for your parents, write them a card, pour them a glass of water, say thank you to them for their hard work... okay?

(Reflection: This assignment is an extension and supplement of classroom teaching. It supplements the knowledge that has not been taught in the classroom. It allows students to continue to write down what they have not said in class, so that they can take the feelings of this class with them. Feel the deep father's love and repay life. The discussion and exchange in the second lesson can give students an opportunity to supplement their knowledge and communicate emotionally. ) Courseware 2 of "Back View"

Textbook Analysis< /p>

"Back View" is selected from the "Collected Prose of Zhu Ziqing". It is the representative work of Zhu Ziqing's early prose. As a narrative prose, it was selected into the first volume of the eighth grade Chinese of the People's Education Press and the Jiangsu Education Press. The author chooses the unique perspective of "back view", uses simple and sincere language, delicate and expressive details and line drawing techniques to objectively and truly reproduce the scene of his father's farewell in Pukou, and fully demonstrates the father's love for his son. It focuses on the scene of my father buying oranges for me, which freezes the "back view" and becomes an eternal classic.

The choice of this classic prose as the teaching text is in line with the goals of the fourth stage of the new curriculum standard. According to the requirements of the new curriculum standard for "being able to speak out one's own experiences about the touching situations and images in the works; to appreciate the expressive language in the works", I mainly want to let students learn from the simple content of this article through inquiry and communication. Learn the method of describing details in the text through language, and feel the deep affection between father and son, thus touching the students' hearts and understanding the family affection around them.

To sum up, based on the text, this text can not only reflect the comprehensive, practical, instrumental and humanistic Chinese curriculum characteristics of the use of language, but also educate students in terms of emotional attitudes and values. The value of teaching.

Academic Analysis

For eighth-grade students, they are not exposed to narrative prose much, and their ability to understand prose is insufficient. In addition, most contemporary middle school students are only children. Women, "born in blessings, don't know blessings", often turn a blind eye to the love that seeps into the details of daily life. Therefore, it is necessary to seize the clues of prose, guide students into the text, arouse students' emotional cries, and trigger thoughts about love.

The content of this article is about the relationship between father and son. It is a familiar theme for students, and students have life experience in this area. It should not be difficult to understand, as long as the guidance is appropriate. The language of the article is concise, natural, and unpretentious, and there are not many obstacles in reading it. You will have the pleasure of reading successfully. Through classroom learning, students can master the basic methods of reading prose for clues, learn how to appreciate the thoughts and feelings expressed in the article through savoring the language, and learn how to depict characters through vivid and touching detailed descriptions, thereby improving students' comprehensive literacy in Chinese.

Utilization of resources

Textbooks, teachers, students, classrooms, materials, etc. are all resources for Chinese teaching. The teaching of this class will make full use of resources such as teachers, students and teaching materials to mobilize students' enthusiasm for learning. Through students' discussion, exploration, communication, etc., they will read and understand the text. At the same time, multimedia courseware is used to assist teaching.

Teaching objectives

1. Learn how to write articles that capture details, describe and depict characters.

2. Learn to use the method of side criticism, feel the deep affection between father and son and the depth of father's love from the simple and natural language of the article.

Important and difficult points in teaching

Key points: Taste the language, deeply understand the emotions, and feel the deep affection between father and son.

Difficulty: touching students’ hearts and feeling the love around them.

Teaching process

1. Picture introduction

Today, the teacher first asked the students to appreciate an oil painting that once represented the artistic ideals and progress of an era. "Father" (screen display), which won the first prize at the "China Youth Art Exhibition". The close-up of the face in this painting is very shocking. What kind of father can the students read from the picture?

Default: Hard father, vicissitudes of life, etc.

Teacher: Where did you read it?

Default: wrinkles, eyes, etc.

Teacher: Today, let’s look at a close-up shot of the father outlined in words - the back view, and see what we can read from it. (The screen displays the paragraph "Father climbing the platform", students read it together)

Default: This is a fat father, this father is struggling to climb the platform, this is a plainly dressed father, etc.

Teacher: Where did you read it?

Default: Clothes, actions.

Teacher: Everyone’s analysis is quite reasonable. So under what circumstances did this picture appear? What other things we haven’t read out? Let’s go into Zhu Ziqing’s essay "Back View" 》. (Blackboard writing topic)

Design intention: Use art works to introduce, from vivid pictures to vivid words, to stimulate students' interest in reading and exploration. Moreover, there are similarities and similarities between the two, paving the way for "Back" to become an eternal classic.

2. Appreciation of beautiful reading, focusing on the "back view"

Through students' reading of the text, students can clarify the ideas of the article, highlight the key points of the description of the work, and conduct preliminary appreciation. Read to yourself, ask questions, perceive.

1. The title of the article is "Back View", so how many times does the article mention the father's back view? What role does "back view" play in the full text?

Default: ***Four times, clues, throughout the text.

2. Which back view do you think is the most touching?

Default: The most touching thing is the second detailed description of the back.

3. Why is the ordinary "back view" described in the article so touching? What details are mainly depicted when describing the "back view"? (Understand the role of detailed description) Now, read this picture again. What did you read that you didn't read just now? (Students read aloud and experience the second back view again)

Default: details such as clothing and movements. Through detailed description, the father's most essential and sincere inner emotions are clearly and vividly presented to readers, thus enhancing the authenticity and artistic appeal of the work. Reading out the deep father's love is love, which makes the "back view" fixed in the author's heart and eternally in the reader's heart, becoming a simple and profound picture of father's love. (Writing on the blackboard: Eternal love)

Screen display: Eternal back view, deep father’s love.

Design intention: Reading the text for the first time can enable students to have a basic understanding of the full text, clarify the ideas of the article, understand the center of the full text, and understand the role of detailed description.

Emphasize the second back view again, highlight the key points, focus on the back view, experience the depth of father's love, and also pave the way for the subsequent taste of language and experience of emotions.

3. Make comments and feel the emotion

This love made the author shed tears and moved us to the extreme. In order to better understand the emotion of the article, today we will learn another reading method-the side criticism method.

1. What is the side criticism method?

Teacher: As the name suggests, it means writing comments next to the article. Criticisms can be appreciation-based, insight-based, or expansion-based. Let's study these side batch methods together.

2. Next, ask the students to read the text silently and see how many times the writer shed tears in the text. Choose a time when you feel deeply to make a comment. You can use one method of commenting or several. Methods are mixed together for side batching. (Students read silently, conduct side comments, and teachers conduct tour guidance.)

(Communication supplements side comments. Communicate separately, and teachers and students comment together. Ask students to read aloud affectionately according to their own emotions, and then Communicate and comment.)

3. What other places did you comment on that moved you while reading? Let us share your experience.

(Guide students to use the form of side criticism in groups to taste the language and understand the thoughts and feelings expressed in it. During teaching, through students’ independent reading, side criticism, and then cooperative exchanges, discussions, and improvements, etc., Understand the author's emotions. )

4. Summary: We will find that such deep emotions do not have gorgeous words and do not use a lot of rhetoric. So what are the characteristics of the language of this article? How do you experience emotions?

Screen display: Simple and natural language can also move people.

Marginal writing is a good way to read.

Design intention: This is the focus and difficulty of teaching. It aims to guide students to learn the reading method of side review. In the process of side review, focus on catching the four tears, tasting the language characteristics of the text, and understanding The thoughts and feelings expressed in the works enable students to not only understand the ideological content of the text, but also learn to appreciate the language features of the text.

IV. Migration and extension, assigning homework

Play Huang Lei's "Back View" and recall the touching details in life while listening: Mother swept away our bangs that covered our eyes, Turn over our collars and hand over a glass of milk; the father who does not have a car is waiting at the school gate on a motorcycle or bicycle and takes your heavy schoolbag... As long as you are good at observation and moved, you will write beautiful articles. Today, please review carefully what details about your father or mother that make your heart beat. Please use simple and natural language to describe these details.

Design intention: The Chinese course is a comprehensive and practical course for learning the use of language. Therefore, on the basis of studying this article, let students practice writing, highlight natural and simple language and vivid details, effectively integrate reading and writing, and focus on "learning the use of language and characters", "comprehensive" and "practical" Characteristics of Chinese courses.

Teaching Reflection

"Back View" is a classic prose that has been taught by many famous writers as an open course. There are countless good teaching designs. How to innovate under the new curriculum standard concept? Achieving a breakthrough was quite tricky for me.

After several studies, I chose the second back view as the entry point and chose to teach students to experience emotions through side comments.

Firstly, through the picture, the teacher intervenes in the teaching from the second part of the back, focusing on the back, grasping the details and describing the author, and feeling the deep father's love. Then, when instructing the side review method, the second back view is still used as an example to further highlight the father's love from the details, and guide the students to connect with the details of love in life and appreciate the family affection around them. On this basis, students are guided to focus on appreciating the detailed description of "I" crying four times with the help of side comments, trying to connect the emotions of "father and son", and at the same time giving students a certain degree of choice and freedom to guide students to deeply understand the meaning of the text.

Judging from the classroom effects, the students’ lively thoughts and expressions made me feel that it was indeed a useful attempt. Reflecting on the design and classroom, I have the following outstanding insights:

First, side criticism is indeed a good way to study. The ancients said: "You can't read without using pen and ink." Writing comments and notes while reading is an effective traditional method. Demonstration first, "throwing out ideas to attract good ideas", and then practicing and applying them in conjunction. After one class, the students gained a lot. However, students should be given further guidance on what kind of side review is a good side review. For example, those that are valuable for thinking, those with concise and beautiful language, those that move everyone and gain something from them, and those that allow students to clearly understand the direction in which to improve their performance.

Second, doing side comments can help improve students’ discovery and inquiry abilities. During the review process, students' language appreciation ability has been virtually improved. The teachers and students' well-timed comments during the exchange extended and expanded the thinking and inquiry at the aesthetic level.

The third is to train students’ language organization ability. In class, I found that some students consciously modified their sentences and thought about how to make their comments more vivid and touching. In fact, this also subtly exercises students' language organization ability.

Fourth, it stimulates students’ enthusiasm for reading. It breaks out of the previous inherent framework of analyzing characters, language, and writing methods, and students are full of interest. This also gave me inspiration and inspiration. I randomly innovated the blackboard writing that I thought was too simple and suffered from lack of new ideas in class, and changed it into a stable shape of "details-emotion-love" and "three pillars", using " The reinforcement of "Side Patch" and "Taste", and the support of "Father's Back" and "Son's Tears" highlighted the key points of teaching and broke through the bottleneck I set up for myself.

Of course, there are always regrets in Chinese classes. As a classic prose, there are still a few people who read it aloud. It is not enough to just read aloud first and then communicate with the emotions you feel when communicating and commenting. Furthermore, during the side review, students focused on the parts they were interested in and lacked an overall grasp of the text. How to handle these relationships well requires further research and improvement in teaching.