As a selfless people's teacher, it is usually necessary to prepare a teaching design so that students can learn more knowledge in a unit time. So how should the instructional design be written properly? The following is the Chinese teaching design of "Three Visits to the Cottage" compiled by me for your reference only. Welcome to reading.

"Three Visits to the Cottage" Junior Middle School Chinese Teaching Design Chapter 65438 +0 Teaching Objectives

1, get a preliminary understanding of the romance of the Three Kingdoms and grasp the overall content.

2. Master the image characteristics of Liu Bei and Zhuge Liang in the novel.

3. The application of experiential contrast in this writing skill.

4. Understand the characteristics of the plot development of the novel.

Teaching focus

1, the image characteristics of Liu Bei and Zhuge Liang.

2. The characteristics of the plot development of the novel.

Teaching difficulties

The application of contrast skills in articles.

Class arrangement

3 class hours.

Preparation before class

Student:

Understand the relevant knowledge of Romance of the Three Kingdoms and the story outline of Three Visits to the Maolu.

Teacher:

1. Prepare the video footage of "Visiting the Cottage" in the TV series Romance of the Three Kingdoms.

2. Read the story about "three visits to the cottage" in the Romance of the Three Kingdoms, refer to the comments about Liu Bei and Zhuge Liang, and give students appropriate guidance and supplements.

teaching process

first kind

First, introduce new lessons.

The teacher acted in the TV series Romance of the Three Kingdoms.

The story "Three Visits to the Cottage" that we saw just now is a famous story in history, which was adapted by the director according to the fragment in Luo Guanzhong's novel "Romance of the Three Kingdoms", vividly reappearing the story that Liu Bei invited Zhuge Liang to come out of the mountain. So, how does the novel show this plot? Now let's walk into the original work together and experience and feel its touching place together.

Second, study the text.

1, read aloud. Teachers can arrange students to read aloud in the form of roles. Emphasize adding some pronunciations.

2. Students summarize the main plots and ask for the main contents of each plot: time, place, people and events.

Before Liu Bei visited Zhuge Liang, Si Mahui praised Zhuge Liang.

Liu Bei ignored Zhuge Liang and went to see Cui to discuss what was going on in the world.

Regardless of Zhuge Liang's failure, Liu Bei met Liang's friends, brothers and father-in-law and left a letter.

Considering Zhuge Liang and Kong Minglong's right countermeasures, Liu Bei felt sincere and went out to help.

Third, homework.

Read the text carefully and analyze the images of Zhuge Liang and Liu Bei.

Second lesson

First, continue to study the text.

1, combined with the specific content of the article, analyzes the image characteristics of Liu Bei and Zhuge Liang and the methods used by the author to shape the characters.

Liu Bei: Modest, courteous, corporal, not ashamed to ask questions, be thirsty and open-minded.

Techniques: language description, action description and foil (Zhang Fei, Guan Yu).

Zhuge Liang: indifferent to fame and fortune, elegant and unconventional, extraordinary and refined, knowing what's going on in the world without going out, resourceful.

Techniques: description of language, description of appearance, contrast between characters and scenery.

(See the teaching reference here for detailed analysis. )

2. What role did poetry play in expressing the image of Zhuge Liang?

It shows Zhuge Liang's talent and life pursuit from different aspects. (See the teaching reference for detailed analysis. )

3. What changes have taken place in the plot when Zhuge Liang was portrayed in the novel? What are the characteristics?

The plot twists and turns, suspense, exquisite structure, ups and downs. (See the teaching reference for detailed analysis. )

4. How to understand Cui's words?

The central content of Cui's speech is: "Harmony with the sky is easy, and going against the sky is hard." "Where are the numbers? You can't take them away for no reason. Where life is, people cannot be strong. " It means that the current world situation is a historical necessity and cannot be changed by human resources, which is consistent with Si Mahui's view. Later, the ending of the novel was expected by both of them.

5. Analyze the meaning of Si Mahui's sentence "Wolong won the master, but it was out of date, so it was a pity"?

On the one hand, it is certain that Zhuge Liang found his right-hand man-Liu Bei; On the other hand, it also implies that although Wolong is brilliant, even if he gets a wise monarch like Liu Bei, it is not the right time. No matter how hard he tries, he can only be "disgusting" and can't change his fate, that is, he can't "revive the Han Dynasty and return to his old capital" as Liu Bei wished. Although I feel a little comfort for Zhuge Liang's talent, I lament his ill-fated fate. (See the teaching reference for detailed analysis. )

6. Summarize the theme of the article.

Through Liu Bei's "three visits to the cottage", the novel not only shows his magnanimity of respecting the virtuous corporal in order to promote the great cause of Shu and Han, but also shows Zhuge Liang's great talent before he came out of the mountain.

Second, homework.

Look for interesting characters and stories of Zhuge Liang and Liu Bei after class, and communicate with students in the next class.

The third category

First, expand exploration.

1. What other stories do you know about Zhuge Liang? How to evaluate Zhuge Liang's coming out of the mountain and his subsequent failure

2. What other stories do you know about Liu Bei? How to evaluate Liu Bei?

3. Si Mahui said, "Wolong and Feng Chu can live in peace." Liu Bei later came to these two men. Why was Shu finally destroyed by gold?

4. Introduce other characters and events you like in Romance of the Three Kingdoms, and talk about your understanding of these characters.

5. Teachers should supplement other key knowledge, such as the author, ideological content and artistic achievements of The Romance of Three Kingdoms, so that students can have a relatively complete understanding.

Second, summarize.

Romance of the Three Kingdoms is one of China's classic works. Walking into it, people can not only know vivid images, but also know the laws and processes of history. Only by grasping the law of the development of things and doing things according to the law can people really succeed. I hope the students will read the Romance of the Three Kingdoms carefully, read famous books, be serious, sober, capable and successful.

"Three Visits to the Cottage" Junior Middle School Chinese Teaching Design Volume II 1. Introduce doubts and reveal topics.

1. When it comes to the words "ingenious", "predictable" and "resourceful", who do you think of first? Zhuge Liang became synonymous with wisdom in China. Why did such a prodigy choose Liu Bei, who had no position at that time? Here is a touching story-"Three Visits to the Cottage".

2, the title of the blackboard, understand the key words: Gu-interview; Cabin-thatched cottage. Tell me the meaning of the topic.

The first protagonist in the design intention is undoubtedly Liu Bei, but it happened that Zhuge Liang opened the topic at the beginning. Everyone knows that Zhuge Liang is brilliant and a rare talent. How can such a rare talent be used by Liu Bei? This sets a suspense and stimulates students' curiosity.

Second, read the text for the first time and clarify the context.

1. Show three groups of words in groups, read by name, and then read together.

The first group: Liu Bei, Guan Yu, Zhang Fei and Zhuge Liang.

The second group: the battle for heroes is overwhelming.

The third group: winding and undulating, well-spaced, clear and beautiful.

What did you find? Practice reading aloud the sentences describing the scenery in Longzhong in the third paragraph of the text. What scenery are you writing? Just write about the scenery? Talk about your own understanding.

The design intention of this scene description has certain independence. I read this paragraph first to pave the way for the following perception of Zhuge Liang's talent and avoid affecting the overall effect of reading Liu Bei's words and deeds.

2, "three visits to the cottage", as the name implies, quickly browse the text, Liu Bei visited Zhuge Liang three times in Longzhong, have you written all the texts? (I passed by for the first two times, and wrote in detail for the third time)

Third, look at Mao Lu to show "sincerity"

1. The teacher briefly introduced the background and process of the first two visits.

Due to the limitation of space, the design intent text only describes the process of the third visit in detail, but in order to understand the feelings of the characters more accurately, it is necessary for students to have a general understanding of the first two visits. In text interpretation, we should not only pay attention to the excerpts of textbooks, but also understand the ins and outs of some plots, so as to guide students to interpret the text strategically.

2. What impressed you most after reading this lesson? If expressed in one word, what word would it be? (writing on the blackboard: honesty)

3. What words in the paragraph1made you read "sincerity"? I have been there twice, but I haven't seen him, but Liu Bei is not discouraged and is going to go for the third time. What will happen if I don't see him for the third time? Maybe there will be a fourth time, a fifth time ... until I meet you)

The design intent 1 paragraph is too brief to perceive Liu Bei's sincerity from "twice" and "sincerity". At this time, we need to find, feel, express and refine sincerity in the dialogue between students, teachers and texts with the help of teachers' guidance and resources outside the text.

"Three Visits to the Cottage" The third part of Chinese teaching design 1. Play the video material of the song "Rolling the Yangtze River East" and introduce a new lesson.

As China's four classic works, Romance of the Three Kingdoms describes many heroes, among whom, who do you like best? Why?

(Design concept: Teachers boldly introduce relevant curriculum resources according to the actual Chinese learning ability of students in the class-introduce TV drama clips of Romance of the Three Kingdoms, so that students can learn Chinese in independent inquiry, stimulate students' interest in learning and enter the situation. )

Write on the blackboard. Explain the spelling of "Gu", "Mao" and "Lu".

Second, check the preview.

1, please read the text carefully again by reading freely.

The teacher wants you to read these words correctly. (Show words)

Check pronunciation (driving a train), disturb the order, watch the game, and supplement the feedback of the first question.

Word meaning of glyph

Design concept: preview before class, cultivate students' independent preview and self-study ability, and follow up and check preview in class to improve classroom teaching efficiency. )

1, the text focuses on Liu Bei's third meeting with Zhuge Liang. Please see which paragraphs in the text describe his third visit. The text can be divided into three paragraphs.

2. To summarize the main contents of the text, we can combine the pre-guidance in the evaluation with the paragraphs in the text, or we can use the topic expansion method and the natural paragraph meaning superposition method. Say its name.

Design concept: infiltrate the learning method silently in the teaching process and teach it to fish. Teach students to learn to generalize)

Third, learn 2-4 natural paragraphs of the text.

1, who can tell us what is the meaning of the idiom "three visits to the cottage"? (Does it only mean that Liu Bei invited Zhuge Liang? )

(Teacher's blackboard: Sincerity)

2. How did Liu Bei impress Zhuge Liang? Let's read the text silently again, draw the sentences that show Liu Bei's sincerity, add some points under the key words, then read the drawn sentences emotionally, and finally find a partner in the group to talk about your understanding of the drawn sentences. (Teachers patrol, students read the text and circle the key words)

3. Find a suitable study partner in the class, either reading or performing. Express your feelings in the way you think best. Okay？ (Cooperative compilation, no need to go back to the original position)

Design concept: according to the characteristics of writing articles, try to guide students to draw words or sentences that express the characteristics of "sincerity" of characters; Let students discuss and communicate in various forms. This will enable students to further grasp the characteristics of the characters)

Transition: Which pair of partners are willing to show their learning results to everyone? (Name)

Communicate and understand the essence of the text;

(1) Liu Bei said angrily, "You don't respect talents at all, so you don't have to go this time!"

A. Compare and read the dialogue between Zhang Fei and Liu Bei. Contrast. Compare the images of Zhang Fei and Li Kui jy in Water Margin, and guide them to read aloud with emotion.

B, can you be more specific about the relationship between Liu Bei and Zhang Fei? The camera shows the story of "Taoyuan Sanjieyi" in the original text, or students read its fragments aloud.

C, do you want me to read it with you? The teacher reads Zhang Fei's words and the students read Liu Bei's words. )

Read the dialogues of different roles with expressions and actions. Guide divergence.

Design concept: The introduction of the original works of Romance of the Three Kingdoms and Water Margin breaks away from the textbook-centered approach, and fully embodies the new curriculum reform concept of "taking textbooks as an important basis, implementing the basic requirements of textbooks, appropriately introducing relevant curriculum resources, and promoting Chinese learning". From in-class to out-of-class, from textbooks to original works, it expands the channels for students to learn Chinese and promotes their active development. )

(2) There are still more than half a mile away from Zhuge Liang's residence, and Liu Bei dismounted and walked.

A Liu Bei dismounted and walked more than half a mile from Zhuge Liang's hut, which also showed his sincerity.

B, there's still half a mile to dismount. In fact, Zhuge Liang can't see it, so he is sincere. Instruct reading aloud

(3) At Zhuge Liang's house, Liu Bei knocked at the door gently.

Liu Bei gently knocked on the door, which showed that he attached importance to knocking, which reflected Liu Bei's courtesy and respect for Zhuge Liang. Instruct reading aloud

(4) Liu Bei told the boy not to wake Mr. Wang, told Guan Yu and Zhang Fei to rest at the door, quietly walked in and stood respectfully on the steps of the thatched cottage. What would you say to Zhang Fei and Guan Yu if Liu Bei told the boy not to wake Mr. Wang? It would be better if you added some movements and expressions! (Guide students to perform correctly)

Liu Bei knew that Zhuge Liang was taking a nap, so he wanted to walk in quietly so as not to wake Zhuge Liang.

B. Liu Bei came to Zhuge Liang's house for the third time. Zhuge Liang was sleeping, and Liu Bei waited respectfully on the doorstep until Zhuge Liang woke up, which showed that Liu Bei was sincere.

Early spring is chilly and cold, so please wait respectfully! One hour is two hours.

D. What similar story does this scene remind you of? (It snows at the gate)

(5) After waiting for another hour, Zhuge Liang woke up leisurely. Liu Bei hurried into the thatched cottage to meet Zhuge Liang.

Waiting for an hour is a step faster, and an hour is two hours.

It shows that Liu Bei's respect and desire for Zhuge Liang also shows that he is sincere.

(Design concept: When learning the text, we should grasp the key word "sincerity" in the text, and experience Liu Bei's sincerity through students' self-reading and self-study, connecting with real life. We can read and feel the "taste" in the process of enlightenment, which makes the characters in the text more distinctive and also mobilizes students' enthusiasm for learning. )

Read this part again with your own understanding.

9. Summary: Students, after reading Liu Bei's sincerity, has Zhuge Liang, who is brilliant and unpredictable, been invited out of the mountain? Did Liu Bei get Zhuge Liang's help? The more wonderful story is yet to come. If you want to know the aftermath, listen to the next chapter.

Fourth, I recommend reading The Romance of the Three Kingdoms and Yi Zhongtian's The History of the Three Kingdoms.

Reflection after teaching:

Visiting the Maolu is a historical story based on a famous book. This story is not difficult for the fourth-grade students to understand. Therefore, I put the teaching focus of the whole class on "grasping the words and deeds of characters and understanding their characteristics", and guide students to effectively improve their Chinese literacy through the process of "trying to figure out the text, scrutinizing the language and understanding the emotions". In teaching, I grasp the main line of "Liu Bei's sincerity" to start teaching, so that students can understand the text by looking for words, words and sentences that express Liu Bei's sincerity, discussing, communicating and performing, talking about their own experiences and reading sentences with emotion. In class, when students talk about their experiences, they can basically find these sentences and have their own feelings. By letting students read and perform, students' interest in learning is improved.

However, there are many shortcomings in the teaching of this course. Although students study actively and the classroom atmosphere is lively, due to the loose front and tight back in teaching, a lot of time is spent on checking and previewing, and the meanings of some words are solved in the preview, which leads to some contents that show Liu Bei's sincerity not being brought into play. In the future, I will continue to improve teaching methods, continue to study and explore, and improve my ability to control the classroom.