The Back is one of the representative works of Zhu Ziqing's early prose, which uses documentary techniques, simple language and unique perspective? The back depicts the feelings of interdependence, warmth and comfort between two hearts and two lives of father and son in that special social background. Simple and touching. But the article "Back" is an adult comment after all? we? My family, looking back on my father's life, recalling the changes in my relationship with my father and other emotions, it is difficult for students to feel the value of family ties at this age. Because of the lack of life experience, the biggest feature of this article is faint sadness. It's hard for students to really understand. How to break through the emotional level of students? Diaphragm plays an important role in feeling the true feelings of the article, awakening the inner kindness and arousing the inner emotional waves.
To solve this problem, guide students to read the text and read their own feelings? Primitive psychological course? ; Comment on the details of my father buying oranges when he said goodbye at the station; Exploring? Back? The rich connotation behind it is my teaching plan to promote this text layer by layer. Therefore, I designed three activities: activity one: deep reading and deep feeling. Activity 2: What's the focus? Focus. Activity 3: Emotion moves in the middle? Back? Look for the emotion behind it.
Teaching objectives
1, knowledge and ability objectives:
① Experience the writing method of grasping the characteristics of characters and choosing the best angle to organize materials;
(2) Understand the prose of this article and learn the simple and natural language without any modification.
2, process and method objectives:
① Exchange reading experience through free reading, collective reading and personalized reading.
(2) Select the research topic,
3. Emotional attitude and values: Experience the affection between father and son, and realize how to see the truth in the ordinary.
Emphasis and difficulty in teaching
1, teaching focus:
(1) Learning and Feeling Zhu Ziqing borrowed his father's specific description? Back? Details to convey this deep affection between father and son.
② Appreciate the superficial and deep reasons why the author was moved by it.
2. Teaching difficulties:
Break through students' emotional barriers, guide students to enter the scene, talk to the author, be infected, and feel the true feelings and affection in the article.
Class arrangement
One class hour
teaching process
Introduction: Ask students to talk freely about their reading experience.
Teacher: This is a well-known article. I believe many students have watched it more than once, and many students are also looking forward to learning this text. Let the students talk about their feelings about reading this article, so as to understand their views on it.
Health 1: I know the article says that my father went to the station to see me off.
Health 2: I know that the author was poor at that time.
Health 3: After reading it, I felt a deep affection between father and son.
Health 4: After reading this article, I can feel depressed and a little warm.
Second, teaching activities 1: deep reading and deep feeling.
Teacher: Yes, some students said it was an article expressing the interdependence and mutual warmth between life and life. Some students said that he was a little moved after reading it, which showed that the author missed his father very much. So, what rhythm and intonation should we use to read such an affectionate article?
Health (qi): slow and deep.
Teacher: (Student activity 1) Please read the text in a slow pace, in a low voice and with deep affection, and feel the touching power of the author's simple language.
Student: Free reading.
Teacher: (Student Activity 2) Personalize reading and read out your understanding and feelings.
The teacher commented on the recitation instructions: the first paragraph, read the feelings of missing, read it in a straightforward way; The second paragraph, read out the change of pitch level; The fifth paragraph, read out the tone of disapproval that young people can't understand their father, and read out regret and self-blame; The sixth paragraph, the oranges that shed tears twice, should be read deeper, a little excited and emotional; The seventh paragraph, read sadness.
Third, teaching activity 2: What's the key point? concentrate
Teacher: Please read the sixth paragraph together. How do you feel about your father? Back? Stories; Feel the structural level of this paragraph; Feel the emotional expression of this paragraph. Let's have the next student activity: Please learn the text from the following topics.
Theme:
(1) in this paragraph? Things? With love.
(2) The description and appreciation of the father's appearance.
(3) appreciate the paragraph? Keep moving? Describe it.
④ Appreciate the expressive force of verbs.
⑤ Appreciation of father's words.
6. What are the two ways to write this paragraph? Back? .
⑦? Tears? Watch? Love? Function.
Health 1: I want to talk about the first topic. This article is about my father taking me to the platform and buying me oranges. I can see that dad loves me very much.
Teacher: Good.
Health 2: Teacher, in fact, this father not only bought oranges for his son, but also did many things, which shows his love!
Teacher: You are right. What did you do?
Health 3: take care of your luggage; Bargaining with porters; I choose my chair and put down my coat. Tell the waiter to take care of me and tell me to be careful.
Teacher: That's right. Speaking of coats, can you see love?
Think for a lifetime. Answer: Yes, what is a coat? Purple coat? Who is the father? Black cloth hat, black cloth coat, dark blue cotton robe? Compared with a dime, fatherly love is self-evident.
Teacher: Father's love exists all the time, but what is true love in the author's eyes?
Health 4: Farewell at the station, when Dad bought oranges? Me? Seeing my father's staggering back.
Teacher: That's good. Please read this paragraph again and feel the expressive force of this continuous verb.
Teacher: Two more? Black? So, what effect or difference do you think?
Health 5: Two? Black? Words, indicating that the father has filial piety;
Teacher: Yes, the purpose of my father's funeral home is to have a funeral. And black gives people a sense of sadness and heaviness; His heart is under double pressure, bereavement and leisure.
So, let's keep watching. Stumbling? With what? What does obesity explain?
(hesitant)
Teacher:? Stumbling? What do you mean?
Health 6: I tripped because my legs and feet were not flexible and I walked slowly and blankly.
Teacher: What does this mean?
Health 7: It means that dad is old and can't move.
Teacher: So, what does he use? Hands? Climb up? Two feet? Zoom in again. Let's think about this picture, shall we?
Language needs imagination, and only in imagination can we enter the situation and feel deeply.
Health 8: An elderly man is under great pressure, but for the sake of his children, he staggered to the platform, his hands were crawling, his feet were shrinking upward, his left hand was supporting his body hard, and then his right hand was turning over hard. What a touching picture this is.
Teacher: Yes. My son is familiar with his father's back, but what is described here is how his father walks, how to bend down, how to climb the platform, how to bend down, and how to record his hands, feet and whole body movements in detail with close-ups on specific occasions. So, what happened to the author at this time? Did he feel his father's love at this time? Where did you see it?
Health 9: I felt it from the author's tears. ? My tears soon came down. ?
Student 10: Teacher, I want to talk about this passage. Twice? Tears, which shows that the author's heart is very complicated, his tears are intertwined with gratitude, love, guilt and so on.
Teacher: That's good. You have a deep understanding.
Teacher: In the analysis of the sixth paragraph, I think everyone has read out the deep feeling behind this simple language, and also realized the elegant and simple writing of the author. There seems to be an image of the old man struggling to climb onto the podium, but if he simply describes his father buying oranges, will the story be so touching? We entered the third activity: feeling indifferent and looking for the emotion behind.
Fourth, teaching activity three: find the emotion behind it.
Teacher: There are many touches in life, which are often accumulated in people's hearts. Maybe you think it has been slowly diluted and forgotten with the passage of time, but unexpectedly it surges out like a flood when it is touched?
Followed by documentary prose, written by 1925.
The author once said:? I wrote "The Back" because it quoted the sentence in my father's letter. I really burst into tears when I read my father's letter. Many benefits my father treated me, especially the one described in Back, came to my mind as before. Let students think: explore? Back? Behind, inside? Back? What do I see behind it? Give the students a hint: Thinking Angle 1: Under what circumstances is the station farewell? Thinking Angle 2: What is the author's mentality in writing this article?
Health: The farewell at the station is a very common scene, but this time it means a lot to Zhu Ziqing. At that time, the family situation was bleak and my father was unemployed.
Health: I would also like to add that the author's grandmother died at that time, that is, my father's mother died, and my father was in great pain.
Teacher: Yes, the pain of losing my mother and the crisis of survival and life gave my father unbearable weight, but my father never forgot to comfort me in adversity. What did he say to me?
Health: water under the bridge. Fortunately, God never shuts one door but he opens another.
Teacher: What can you see?
Health: I think it can be seen from this sentence that the father is strong, and the father does his best for his son in the rush.
Health: Seeing such a family situation, I think both of them are in a heavy mood to say goodbye this time.
Teacher: You think deeply. Ask the students to think further. It has been eight years since the author wrote this article, and things have happened. At this time, Zhu Ziqing has become a father. How will he feel when he writes this article again?
Health: I see gratitude to my father. The author understands that his father comforted his family when it was so unfortunate. A few years later, he was also remembered and gave birth to a heartfelt gratitude.
Health: I feel a little guilty about my father and regret my attitude towards my father at that time.
Teacher: You speak very well. Can you find the basis from the text? 、
Health: For example, in the fifth paragraph, there is a lot of irony. I'm so smart, you know? I think my father is pedantic. ? It shows that my father took good care of me at that time. I didn't understand it then, but I understand it now. Heartfelt remorse.
Teacher: Yes, young and frivolous, we are always so self-righteous, and it will take many years to understand our parents' good intentions.
Health: I still miss my father deeply. The last sentence of the article can be seen.
Teacher: OK, please read the last sentence together.
Read all the students.
Teacher: A father's words are like reporting to his son that his life will come to an end. A few strokes were full of sadness and touched the author's heart. In the tearful eyes, everything became blurred, only the hard and heavy back froze in front of him. I miss and appreciate my father, understand and appreciate his love, and all this is a little late, and regret and self-blame come to my mind. The author sincerely lamented when he could see his father. Yes, which one of us can stay with our parents for life? How soon can I have children? I think you must have a deeper understanding of this article today. Articles should be read frequently and updated frequently. I think when you are old and have rich life experience, you will have a deeper feeling.
Class is over.
Teaching reflection
This article is sincere, simple and natural, so I naturally put the focus of teaching on reading? Back? Realize that the article contains emotions. What is the title of the article? Back? What impressed the author with his father was his back, which appeared many times in the article and was the main thread running through the article. Catch it? Back? , also caught the key to understand this article.
After all, the article "Back" is an adult comment? we? My family, looking back on my father's life, recalling the changes in my relationship with my father and other emotions, it is difficult for students to feel the value of family ties at this age. Because of the lack of life experience, the biggest feature of this article is faint sadness. It's hard for students to really understand. How to break through the emotional level of students? Diaphragm plays an important role in feeling the true feelings of the article, awakening the inner kindness and arousing the inner emotional waves.
To solve this problem, guide students to read the text and read their own feelings? Primitive psychological course? ; Comment on the details of my father buying oranges when he said goodbye at the station; Exploring? Back? The rich connotation behind it is my teaching plan to promote this text layer by layer. Therefore, I designed three activities: activity one: deep reading and deep feeling. Activity 2: What's the focus? Focus. Activity 3: Emotion moves in the middle? Back? Look for the emotion behind it.
"Back" is an article that needs us to read with true feelings, feel with heart and think with wisdom. Through self-reading and personalized reading, deepen your familiarity with the content of the article. This is always a question of reading aloud. Students understand the emotion of the article in personalized self-reading. This link is to pave the way for my later feelings. Students should read the text. Activity 2: Read the key parts of the text. The reading comprehension of six paragraphs of the text can hardly be diluted in the teaching of memorization. Let students carry out activities independently and give hints instead of asking questions piecemeal, which can improve students' overall reading ability. The third activity is to let students go deep into the text, express their feelings with the author in the text, and connect with their own lives to deepen their feelings.