Before teachers carry out teaching activities, they often prepare lesson plans according to teaching needs. Through the preparation of lesson plans, they can better make appropriate and necessary adjustments to the teaching process according to specific circumstances. How to highlight the key points of the lesson plan? The following is a high-quality lesson plan design for "Dou E's Injustice" that I compiled for reference only. Let's take a look. "The Injustice of Dou E" High-quality Teaching Plan Design Part 1

Teaching purposes

1. Preliminarily understand the characteristics of Yuan dramas.

2. Combine "unit knowledge and training" to master the characteristics of research reading and learn the methods of research reading.

Teaching focus:

1. Through the historical injustice case of Dou E, we can understand the darkness of Yuan Dynasty society and the cruelty of the rulers, and understand the sharpness of class contradictions at that time.

2. Understand Dou E’s strong character and rebellious spirit.

3. Introduce the system of Yuan drama.

Teaching difficulties:

1. The contradiction between Dou E’s severe accusation against the ghosts and gods at the beginning of the play and the touching feeling at the end.

2. Understanding of the songs such as "Just Right" and "Rolling the Hydrangea", as well as the climax of the plot of the whole play.

Teaching method: a combination of lectures and research reading.

Number of teaching hours: 2 lessons

First lesson

Introduction of new lessons

1. Introduction to Guan Hanqing:

< p> Guan Hanqing, nicknamed Jizhaisou, was from Dadu (now Beijing) in the late Jin Dynasty and early Yuan Dynasty. The representative writer of Zaju in the Yuan Dynasty is also the earliest and greatest dramatist in the history of Chinese drama. He is as famous as Zheng Guangzu, Bai Pu and Ma Zhiyuan, and is known as the "Four Masters of Yuan Opera".

People of the Yuan Dynasty said of him: "He was born with a bad temper, erudite and literary, funny and wise, and full of romance. He was the best at the time."

He once sang in the Sanqu "Nan". Lu Yizhihua·Bu Fu Lao" said that he is good at music, can recite poetry, can play the flute and piano, sing and dance, can also play chess and shoot hunting, and is versatile.

The class and ethnic conflicts in the Yuan Dynasty were very acute. Guan Hanqing was dissatisfied with the social reality. He not only wrote scripts, but also sometimes sang on stage, using dramas to expose the dark reality and place his own social ideals on it. He created more than 60 dramas in his lifetime, but most of them were lost and only 15 remain. "The Injustice of Dou E", "Saving Feng Chenfeng Wangjiangting", "Single Sword Club" and so on are widely circulated. Among them, "The Injustice of Dou E" is one of the top ten classical tragedies in my country. In 1956, his name was included among the world's cultural celebrities.

2. Introduction to Yuan dramas:

Yuan dramas have a relatively strict system:

① Structure: Yuan dramas are usually composed of four folds and one complete performance. Some of the stories are 50% off, 60% off, or repeated in multiple volumes.

The fold is a unit of music organization and a natural paragraph for the development of the storyline. It is not limited by time and place. Each fold mostly includes a large number of scenes, similar to the "act" of a modern drama. Some dramas also have "wedges", which usually serve as explanations before the first twist. It is equivalent to the prologue of a modern drama, used to explain the plot and introduce the characters.

Each episode of Zaju is limited to a set of tunes composed of tunes from the same palace tune. During the performance, Zhengmo or Zhengdan performs solo in all four parts of the book. (Other characters are only said to be white), respectively called "Moben" or "Danben".

② Role: The roles played include Mo, Dan, Jing, Chou, etc. Each Yuan drama has only one protagonist, the male protagonist is called Zhengmo and the heroine is called Zhengdan. In addition, supporting male roles include Fu Mo (secondary protagonist), Wai Mo (elderly man), Xiao Mo (youngster), etc.; supporting female roles include Fu Dan, Wai Dan, Xiao Dan, etc.

Jing: Commonly known as "big painted face", most of them play characters with unique personalities and looks. Such as Zhang Fei and Li Kui.

Ugly: Commonly known as "little painted face", he usually plays a male secondary character.

In addition, there are bó (old man), Buer (old woman), Gu (official), and Laier (little boy).

③The composition of the script: The script consists of three parts: singing, verse and speaking.

Library is a rhyme written according to a certain Gongdiao (music tune) and Qupai (music score). Yuan Zaju stipulates that in each opera, a set of tunes from the same palace tune is sung, and the palace tune and the sequence of each set of tunes are conventionally stipulated.

Ke is the general term for dramatic action. Including stage routines, martial arts and dance.

Bai is "Bin Bai", which is the narrating part of the characters in the play. "Bin Bai is divided into the following four types: dialogue: dialogue between characters; monologue: self-narration of characters; narration: self-narration of psychological words by other characters behind their backs; white line: interruptions in the lyrics.

Bin Bai is a Yuan drama. It is an important organic part of the story. The so-called "the beauty of the plot is achieved by the combination of music and white", which illustrates this point.

1. Read the "Self-Reading Tips". Plots related to this episode.

2. Read the text.

3. Question-based explanation: It is recognized in the history of literature that the selected part of the text is the climax of the play.

But in the first two chapters, the plot of Dou E's victimization has been clearly explained. The conflict between Dou E and Zhang Luer and Dou E's fight in the court have been shown in the first two chapters, so why does the climax appear in the third chapter?

By reading the text, we found that in the third fold, only Dou E swore to heaven and was killed in the execution ground. The plot of the story is simple, but the opposite sides that constitute Dou E's conflict, such as Zhang, a representative of the evil forces in society, Donkey and the typical government officials who ruled cruelly in the Yuan Dynasty are hidden behind the scenes. Without conflict, there would be no drama, let alone climax. It can be seen that the climax of the whole drama in the third fold is inseparable from the characteristics of the drama itself. "The Injustice of Dou E" High-quality Lesson Plan Design Chapter 2

1. Quality Education Objectives

(1) Knowledge Teaching Points

1. Understand the characteristics of Yuan dramas; Get a preliminary understanding of the artistic characteristics of Guan Hanqing’s opera language.

2. Understand the plot of the whole play and the important position of the text excerpts in the whole play.

(2) Ability training points

1. Analyze the artistic image of the protagonist Dou E in the play.

2. Focus on the lyrics of songs such as "Rolling the Hydrangea" and "Playing with Children" to appreciate the dramatic language in the text.

3. Appreciate the surreal plot of "Three Vows" in the play, and understand the important role of exaggeration and imagination beyond reality in portraying characters, revealing themes, and embodying the romantic characteristics of the play.

(3) Moral education penetration point

Understand the social reality of the Yuan Dynasty and understand the anti-feudal theme of the play criticizing society.

(4) Aesthetic education penetration point

Appreciate the language of ancient operas and appreciate the lyricism and phonological beauty of the lyrics.

2. Study guide

1. Grasp the dramatic conflicts, clarify the plot structure, and generally grasp the content of the script.

2. Recite "Rolling the Hydrangea" repeatedly to understand the object of Dou E's criticism and the feelings she expressed. From this, we can analyze that this song gave a profound summary of the dark society at that time. It was Dou E's E'e's clear understanding of reality, which she gained with her life, is an accusation and protest against the reality that justice cannot be upheld. It is a denial of feudal legal system and feudal order, and it is also a concentrated expression of her rebellious spirit. Recite the songs "If the Scholar", "Taotao Ling", "Happy Three", and "Bao Laoer" in the second part to understand the other side of Dou E's character - kindness. Recite the third part of "Playing with Children", "Two Evils", and "One Evil" to further understand Dou E's strong anger and resolute resistance to being unjustly punished.

3. Recite typical passages and appreciate the language features, such as the farewell dialogue between mother-in-law and daughter-in-law, which is concise yet accurate. Another example is the two songs "Happy Three" and "Bao Lao'er", which use four "Miss Dou'e" in a row. One is about the innocent being convicted, the second is about the head being in a different place, the third is about being lonely, and the fourth is about the deep love between mother-in-law and daughter-in-law. There are only a few. The words are full of mixed emotions and endless sadness. Recite the main lyrics of the three scenes, and compare and analyze the differences in language color and rhythm as the characters' emotions change: the first scene, pointing to the sky and condemning the earth, the language is high-pitched, exciting, and tense; the second scene, bidding farewell to the mother-in-law, is sad and sad Miserable and slowly falling back; in the third scene, three vows were made, the emotions were burning and impassioned.

3. Key points, difficulties and solutions

(1) Key points and difficulties

Analyze the image of the protagonist Dou E, appreciate the dramatic language in the text, and appreciate the drama The focus of teaching is to grasp the surreal plot of the work and then grasp its romantic artistic characteristics; the latter two aspects are also difficult to teach.

(2) Solutions

Strengthen pre-class preview and require students to understand the plot of the whole play, so that they can better grasp the image of the protagonist. At the same time, in classroom teaching, students are guided to read the lyrics intensively, and with the help of classroom discussions, students understand the role of the surreal plot of "Three Vows" in the play, and implement the key points and difficulties of teaching.

4. Class Arrangement

2 Class Hours

5. Design of Teacher-Student Interactive Activities

1. Students are required to prepare carefully before class . Read the relevant parts of the article "Yuan Opera and Ming and Qing Legends" to understand the basic knowledge of Zaju. Focus on the lyrics and recite the text; with the help of text solutions, you can understand the plot of the play. If conditions permit, students can be guided to read the full text of the script and drama reviews about Guan Hanqing.

2. In the first lesson, students read the script aloud by role, so as to better immerse themselves in the situation and appreciate the work. Then, students are required to independently analyze the basic plot of the text excerpt and make a brief outline.

3. In the second lesson, students are required to recite key lyrics repeatedly to understand the characteristics of the play's language and artistic conception. Then, through class discussions, they can summarize the protagonist's personality characteristics and analyze the surreal plot in the play. effect.

4. If conditions permit, students can be organized to watch the movies "Guan Hanqing" and "The Injustice of Dou E".

6. Teaching Steps

First Lesson

(1) Clear Objectives

This lesson is based on students’ full preview. With the help of role-based reading, students can help students grasp the plot development of the excerpt and initially grasp the basic character of the protagonist Dou E.

(2) Overall perception

"The Injustice of Dou E" is one of Guan Hanqing's most important plays. When the modern dramatist Tian Han wrote the drama "Guan Hanqing" (excerpts from the play are selected in the fourth volume of "Chinese Reader"), he also used Guan Hanqing's creation of "The Injustice of Dou E" as the core plot of the play. "The Injustice of Dou E" has always been listed as the first of the four great tragedies of Yuan Opera and the top ten tragedies of China. The text excerpt is the third chapter of "The Injustice of Dou E" and the climax of the whole play. The play draws on the unfortunate fate of the weak and helpless Dou E to paint a shocking picture of the dark reality of the Yuan Dynasty. What is particularly commendable is that the play gives the protagonist Dou E a strong will and a strong spirit of resistance. This weak woman, who was sold as a child bride since she was a child, and was finally pushed to the guillotine for no reason, not only dared to criticize the ghosts and gods of heaven and earth, but also complained loudly, "This is all because the officials have no intention of rectifying the law, making it difficult for the people to speak." The play also designed three vows for Dou E before her execution. With the help of surreal exaggeration and imagination, and the use of romantic artistic techniques, the appeal of the play was enhanced, making the whole work achieve the goal of "containing praise and blame, distinguishing between good and evil, The purpose of distinguishing right from wrong and understanding love and hate.

(3) Teaching process

1. Introduction of new lessons

Guan Hanqing (about 1210-about 1300) was already a senior citizen in the late Jin Dynasty and early Yuan Dynasty ( The capital of the Yuan Dynasty, its former site is in and around the northern part of today's Beijing); a famous dramatist in the Yuan Dynasty, and is known as the "Four Masters of Yuan Opera" together with Zheng Guangzu, Bai Pu and Ma Zhiyuan. People of the Yuan Dynasty once said that he was "suspicious by nature, erudite and literate, funny and wise, and endowed with romance, making him the crown prince of the time." He once compared himself to "a copper pea that can't be steamed, boiled, beaten, or stir-fried. It has a ringing sound." This shows his character of daring to fight and not fearing the powerful. The class conflicts and ethnic conflicts in the Yuan Dynasty were very acute, and Guan Hanqing was extremely dissatisfied with the social reality at that time. He lives at the bottom of society and understands the sufferings of the people. He uses drama to expose the dark reality and pin his own social ideals. He often frequents singing houses and theaters, not only writes scripts, but sometimes also sings on stage. He was familiar with the people's language and folk art forms, and had profound attainments in music and opera. He became the most prolific dramatist in the Yuan Dynasty. He created more than 60 plays in his life, 18 of which are extant, among which "The Injustice of Dou E", "Wangjiang Pavilion", "Save Feng Chen", "Butterfly Dream" and "Single Sword Club" are all very famous.

The story of "Dou E's Injustice" took place in the Yuan Dynasty. The rulers of the Yuan Dynasty were Mongolian nobles and bureaucrats, and the ruled were the working people. The rulers of the Yuan Dynasty not only brutally exploited workers, but also implemented racial discrimination policies of ethnic differentiation in order to consolidate their dominance. They divided the country's population into four classes: Mongols, Semu people, Han people and Southerners. The rulers and the landlord class colluded closely to oppress the people of all ethnic groups. It can be said that the class contradiction between the working people and the rulers was the main contradiction in Yuan Dynasty society. The drama "The Injustice of Dou E" reflects the dark reality of Yuan Dynasty society.

2. Ask questions by name, requiring students to briefly explain the main style characteristics of Yuan dramas (see "Chinese Reader").

3. Ask questions by name and require students to retell the plot of "The Injustice of Dou E" (see text explanation).

4. Assign roles and let students read the text aloud in different roles (only the lyrics and recitation are read, and the subject introduction is omitted).

5. Question discussion:

(1) Try to analyze the development process of the plot, divide the text into three levels, and summarize the main ideas of each level.

The first level: from the beginning to the end of [Rolling the Hydrangea Ball] "...Oh, I only shed two tears." Dou E complained about her grievances and criticized the injustice of heaven and earth.

The second level: "(The executioner clouds) move quickly" to the end of [Bao Laoer]'s song "...it is unclear or not, and I bear the injustice."

Dou E asked to take a detour to a back street, fearing that her mother-in-law would be sad to see her being taken to the execution ground; after meeting her mother-in-law, she complained about her grievances