1. Learn more about Qu Yuan's noble morality of patriotism and integrity, and understand the author's feelings for Qu Yuan from the text.

2. Understand the writing characteristics of this article: the close combination of narrative, argumentative and lyrical, that is, the characteristics of biographies, and clarify the difference between this article and other biographies.

Reading Qu Yuan's poems together, we can feel that Qu Yuan's integrity is embodied in his noble sentiment of leading an honest and clean life and his uncompromising spirit of fighting evil forces.

4. The use of keywords, interchangeable words and ancient and modern meanings in classical Chinese.

Teaching focus:

1, focus on reading the third paragraph, recite and understand the author's account of Qu Yuan's jealousy and estrangement from Chu Huaiwang, and praise Qu Yuan's great work Li Sao with large paragraphs. The author introduces Li Sao from several aspects, combining Qu Yuan's works with his personality.

2. The text clearly narrates several important events related to Qu Yuan, and closely links Qu Yuan's personal experience with the fate of Chu State.

Teaching difficulties:

This paper describes the dialogue between Qu Yuan and the fisherman, as well as the understanding of its role and the author's feelings.

Class arrangement:

Two classes.

Teaching steps:

first kind

Teaching points: read through the full text and clarify the clues of the full text narration.

Teaching steps:

1. From Ren An Report: Wen Wang was arrested to play Zhouyi, and Zhong You wrote Chunqiu? Introduce a new lesson and review Qu Yuan's poem: Li Sao and Shejiang are sisters. Ask the students to recite the lines in two poems, and make clear the core of Qu Yuan's thought: integrity and patriotism.

Political ideal poet image

American politicians and people care about the country and people, love the motherland and sigh to hide their tears and mourn the hardships of people's lives.

Lead an honest and clean life, improve yourself and serve Yu Ying, Gao Chi wonderfully.

(Aestheticism Complex) Making lotus flowers means making clothes, and picking hibiscus means making clothes.

Hate evil, don't go along with the world, ignore it, and indulge it.

Be upright, be upright, and integrity can't change your mind. Although I am still unconscious, I haven't changed my mind. How can I punish my heart?

Stick to the truth and devote yourself to the ideal, and live longer than heaven and earth, and longer than Guang Qi, the sun and the moon.

Lu Man Man Qi Xiu Yuan Xi, I search up and down.

Second, the teacher reads the text aloud, and the students make it clear that the text is divided into four parts according to the chronological order of Qu Yuan's activities. Mark the paragraphs that represent these four parts and find five words that describe Qu Yuan's life experience:

Move at will.

Third, students refer to the notes and read the text to further clarify the content level of the article: the full text is in the order of Qu Yuan's activities, and the first part (13 natural paragraph) is arbitrary.

Part II (4 10 Natural Section) Relocation

Part III (1 1 paragraph) Investment

The influence behind the fourth part (12).

4. Homework: Read the translation carefully and think about the exercises after class.

Second lesson

Teaching points:

1, focus on reading the third paragraph, recite and understand the author's account of Qu Yuan's jealousy and estrangement from Chu Huaiwang, and praise Qu Yuan's great work Li Sao with large paragraphs. The author introduces Li Sao from several aspects, combining Qu Yuan's works with his personality.

2. The text clearly narrates several important events related to Qu Yuan, and closely links Qu Yuan's personal experience with the fate of Chu State.

3. This paper describes the dialogue between Qu Yuan and the fisherman, as well as the understanding of its role and the author's feelings.

Teaching steps:

First of all, focus on reading the third paragraph, recite and understand the author's account of Qu Yuan's jealousy and estrangement from Chu Huaiwang, and praise Qu Yuan's great work Li Sao. The author introduces Li Sao from several aspects, combining Qu Yuan's works with his personality.

Clarity: The author introduces Li Sao from four aspects: problem solving, reasons, content and style. ? Is it possible to win glory with the sun and moon? This passage, combined with Qu Yuan's works and personality, shows that Qu Yuan's beautiful words and noble aspirations reflect each other and blend into one.

Second, focus on reading the second part of the text. The text narrates several important events related to Qu Yuan, and closely links Qu Yuan's personal experience with the fate of Chu State. What is its intention?

Clear: several major events: first, being completely cheated; second, being defeated by Dan; third, reinterpreting Zhang Yi; fourth, warlords attacking Chu; fifth, destroying Qin; and sixth, destroying Qin. Qu Yuan's personal experience is closely related to the fate of the motherland.

Thirdly, the text narrates the dialogue between Qu Yuan and the fisherman, as well as his understanding of its role and the author's feelings.

Clarity: Understand Qu Yuan's cynical mood and attitude towards life, and experience the indignation and regret expressed by the author. The dialogue between the fisherman and Qu Yuan represents two different philosophies of life, two different moral conduct and two different political orientations. Fishermen believe that for life and the world, don't be too serious and persistent, it's best to muddle along and let nature take its course, that is, go with the flow and cross the border. As for the turbid world, it is unnecessary for me to wake up alone when everyone is drunk. Qu Yuan opposed this philosophy of life and believed that you should never go with the flow, nor should you go with the flow. He would rather die in the belly of a fish than keep his incorruptible character. Sima Qian compared the views of Fish Father and Qu Yuan, praised and admired Qu Yuan's personality, and also showed his strong indignation against the dark forces and his pity for Qu Yuan.

Four, familiar with the text, taste: Sima Qian has a similar political misfortune to Qu Yuan, with Qu Yuan's straightforward personality and deep and persistent feelings. He admired and sympathized with Qu Yuan. He wrote a biography praising and criticizing Qu Yuan. Between the lines, there is anger and sadness.

Fifth, assign homework: practice after class.

6. The article "Xinlingjun steals symbols to save Zhao" focuses on guiding students to study by themselves, listing the outline of the structure, quoting the remarks and actions focused on Xinlingjun and Hou Ying's character, and further understanding the main features of the biographical works of Historical Records.

This paper describes the whole story of corporal and stealing symbols to save Zhao, and shows the humble style of corporal and the brave spirit of saving people from danger. (omitted)

7. Students' own reading chinese reading materials: Confucius Family, Biography of Boyi, Mao Sui's Self-recommendation, Lu Unwilling to Enter Qin, Biography of Jia Sheng, Biography of Hou Wei and Biography of Huo Zhi.

Hello, judges and teachers, the topic of my speech today is Biography of Qu Yuan (blackboard writing: subject, author). I will explain this lesson from four aspects: teaching materials, teaching methods, teaching process and blackboard design.

First of all, talk about textbooks.

Biography of Qu Yuan is the first text in Unit 1, Book 4, a compulsory Chinese course for senior high school in Shandong Education Publishing House. Write a hymn of life? For the theme.

Biography of Qu Yuan is a biography written by Sima Qian in classical Chinese. By describing Qu Yuan's life story, it shows Qu Yuan's great role in the rise and fall of Chu, praises his patriotic integrity, and reveals the author's grievances and sighs.

The requirements for students to read and appreciate classical Chinese in "Chinese Curriculum Standard for Ordinary Senior High Schools" are: reading simple classical Chinese and reading articles with the help of notes and reference books. Based on this, combined with unit teaching requirements and students' reality, I set the teaching objectives of this course from three dimensions: knowledge and ability, process and method, emotional attitude and values as follows:

1. Understand Qu Yuan's life story and learn his patriotic integrity;

2. Learn the main notional words, function words and sentence patterns in classical Chinese;

3. Learn the narrative, argumentative and lyrical writing techniques of this article and understand the reasons why the author wrote it this way.

The new curriculum standard requires students to understand and sort out the meaning or usage of common classical Chinese solid, function words and classical Chinese sentence patterns. Therefore, I will determine the teaching focus of this class as: mastering common words, flexible use and judgment of parts of speech, preposition and object postposition, etc.

Because the students' thinking depth is limited and they are not familiar with the writing background of the text, I will determine the teaching difficulty of this course as follows: On the basis of learning the author's narrative, argumentative and lyric writing techniques, understand the author? Borrow someone else's cup to water your own base? Thoughts and feelings.

Second, talk about teaching methods.

Because this article is a biography of a classical Chinese character, according to the requirements of the new curriculum and the students' reality, I am going to teach by reading, dialing and discussing.

Reading aloud enables students to promote understanding through reading and enter the state through reading.

The combination of teachers' guidance and students' positive thinking not only expands the depth of students' thinking, but also gives full play to teachers' leading role.

The discussion method strengthens the interaction between teachers and students and embodies the interaction between students and students. Autonomy, cooperation and exploration? Learning style and student-centered concept.

About students' reading methods, to? Circle reading? The main reason is that students have developed a good habit of not writing or reading.

In addition, I intend to use multimedia to assist teaching.

Third, talk about the teaching process

In order to achieve the teaching objectives, solve the teaching key points and break through the teaching difficulties, I am going to carry out classroom teaching according to the following five links:

The first link: introducing new lessons, the lead I designed is

In a few days, the Dragon Boat Festival will be held. As you all know, the Dragon Boat Festival was set up in memory of Qu Yuan, a great poet in China. Everyone knows many touching stories about Qu Yuan. Today, let's go into Qu Yuan written by historian Sima Qian, study Biographies of Qu Yuan, and evaluate Qu Yuan from a historical perspective. (Brief introduction of Qu Yuan and multimedia presentation of related pictures)

This introduction attempts to transfer students' interest in Qu Yuan to their interest in the text, seize the opportunity of the upcoming Dragon Boat Festival, and let students know about Qu Yuan's literary knowledge.

The second link: implement the basic and overall perception.

Because this class contains a lot of common words, flexible use of parts of speech and classical Chinese sentences, such as? Are the sluts still worried? Are you online? Leave? Who died? Suffering? What else didn't appear in the comments? Qi Chu is close? what's up From where? Pass? Vertical? , the meaning of combination.

? Land of Qin, Hu and Wolf? Are you online? Tiger wolf? It is a noun as an adverbial. And things like that? Qu Yuan's surname is Ping, and Chu's surname is Ping. ? Wait a minute. Words are the basis for students to understand the article. The teacher asked several students to read aloud paragraph by paragraph in combination with the teacher's explanation, which not only corrected the pronunciation, but also combed the real words, function words and sentence patterns in classical Chinese. It can be seen that Chinese is a basic and instrumental subject. After dredging the words and sentences, the teacher asked the students to read the text silently, divide the levels, extract and circle the keywords. Students read and think, teachers and students complete the outline of this lesson together, and the teacher writes on the blackboard in time according to the students' answers. In addition, for the 12 natural paragraph of the text, there is a dialogue between Qu Yuan and the fisherman. Teachers ask students to read aloud in different roles to understand the feelings of the characters, which can also enliven the classroom atmosphere and stimulate students' desire for expression and knowledge.

The purpose of this link is to let students sort out the ideas of the text and summarize the main points, so as to pave the way for the next step to think about the thoughts, opinions and feelings that the author wants to express on the basis of overall perception.

The third link: reading appreciation.

The third natural paragraph of the text is a model of the combination of narration, discussion and lyric, and it is also an important text that has always evaluated Qu Yuan. Therefore, the teacher takes two questions as clues and asks students to focus on this paragraph.

Teachers use multimedia to show themes:

Question 1: The reason why Qu Yuan wrote Li Sao;

Question 2: Please circle the narrative, argumentative and lyric sentences in the text with different symbols.

Question 1: Students can answer:? Beggars incur resentment? And then what? Trouble and debauchery? Let students know the pain of Qu Yuan's cold reception and rejection and his noble qualities in the face of difficulties.

Question 2: Students first distinguish these three ways of writing through specific sentences in the text, and then experience Sima Qian's writing techniques of expressing opinions and feelings on the basis of narration in the discussion.

The fourth link: expansion and extension

Then, the teacher asked the students to focus on the natural paragraphs of text 4- 1 1, and put forward the discussion topic: Biography of Qu Yuan is a biography of Qu Yuan, but why did you write Wang Huai and others into seven natural paragraphs?

Through group discussion, the students can basically make it clear that the author wrote this way in order to reflect Qu Yuan's great position in Chu and show his noble qualities by writing about Wang Huai's fatuity.

At this time, the teacher gently pushed and expanded the students' thinking depth by telling the experience of Sima Qian: Sima Qian and Qu Yuan have many similarities in their life experiences, both of which were framed and exiled. Who is Sima Qian? Borrow someone else's cup to water your own base? Historians believe that this article can be regarded as a joint biography of two people, and the unfair thoughts and feelings expressed by the author during the discussion are understandable.

Under the guidance of teachers, students not only understand Sima Qian's knowledge of literature and history, but also expand the depth of thinking and learn to judge historical figures from a historical perspective, which is also the requirement of the teaching objectives of this unit.

The fifth link: homework after class

The focus of classical Chinese learning is to master the notional words, function words and classical Chinese sentence patterns, and draw inferences from others in reading practice. So my homework is to sort out and classify the common words, movable parts of speech and classical Chinese sentence patterns that appear in this lesson and do related exercises.

Fourth, talk about blackboard design.

Biography of Qu Yuan

Sima Qian

(1-3) Benevolence and wisdom

(4- 1 1) Exemption from post-exile

(12) Qu Yuan's death

(13) Qu Yuan's influence

This blackboard book tries to present the main contents of this lesson to students comprehensively and concisely, which is clear and intuitive, convenient for students to understand and remember, and at the same time, clear the context.