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《故乡》教学的多种思路_2918(Various ideas of teaching in hometown _2918)
《故乡》教学的多种思路_2918(Various ideas of teaching in hometown _2918)
The teacher Cai Chengqing analyzed only this one character Runtu, focus, focus, to. Yuyi teacher of Runtu, Yang yisow and I three characters. Teacher Qian Menglong analyzed five characters. Based on the analysis of the characters, and further understand the relationship between each specific image and image, to induce students to see that the full range of home life, multi angle to understand the theme and understand the authors thoughts and feelings.
Three, scene analysis
It is not difficult to find that the three teachers have conducted a guided analysis of the scenery description of hometown. Mr. Qian Menglong specifically tell the scenery a problem, let the students ask questions to discuss: the end, why should repeat the previous period of scenery? Lu Xun wrote in Kite and a little thing. In winter, Hometown was written in winter again. Why? Discussion on his students, started only for scenery. And in front of the home I way of teaching, it is not difficult to see, in this part of the analysis, has discussed the relationship between the image characteristics of miraculous picture and the fantasy beauty of pictures and characters, but also of the description of deserted village effect. Cai Chengqing analyzed the scene analysis as a matter of equal importance to the analysis of the characters: (1) how many times did Lu Xun describe the scenery of his hometown? Which three times? Why are there three descriptions of the works? How is it described? The miraculous picture, deserted village two phase comparison, and reflects what? The deserted village is to reflect the China rural bankruptcy and the real world of darkness, but also reflects the I now sad mood. Then, write miraculous picture for what it is? Does this mean that the Chinese countryside more than 20 years ago is a beautiful paradise? The written miraculous picture and deserted village, at the end of the novel why write the Twilight imagination,
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