《林黛玉进贾府》教学设计 教案教学设计共3篇

《林黛玉进贾府》教学设计教案教

学设计共3篇

《林黛玉进贾府》教学设计教案教学设计1

一、教学设计背景

《红楼梦》是中国文化的瑰宝，在中国文学史上占据着重要的位置。在七十年代初，文化大革命期间，教育受到严重限制，许多文艺作品被禁止出版，被称之为“牛鬼蛇神”。 1978年，改革开放政策开启了一扇窗户，文化的大门开始重新向社会开放，这扇窗户为教育提供了更加广阔的东西贡献。《红楼梦》作为一部经典的文学作品，受到了越来越多人的关注和研究，成为了课堂教学中必不可少的内容。《林黛玉进贾府》是《红楼梦》的开篇之作，也是整个小说情节的关键所在。如何在普及《红楼梦》的同时，激发学生对于文学的浓厚兴趣，让学生体会到文学的魅力，是每一位语文老师思考的命题。

二、教学目标

1. 了解《林黛玉进贾府》的背景知识与基本情节。

2. 能够分析《林黛玉进贾府》中人物性格、形象等方面的特点。

3. 能够体会《林黛玉进贾府》中反映社会现象的细节、见解

和思想。

4. 学会运用所学的语文知识，深入自己的思想和情感，并能

通过文字表达出来。

三、教学过程

1. Warm up （10 minutes）

a. Review the characters and main events from previous lessons: Make sure students have already read the text and can understand the simple outline of the story.

b. Provide additional background information about the Qing Dynasty, which is when this story was written.

2. Pre-reading Activities (10 minutes)

a. Introduce the title of the story and discuss with students what their expectations are for the story.

b. Ask students to work together in pairs or small groups to brainstorm what they think might happen (predictions). The teacher should also give students a chance to share their guesses.

3. Reading activity (20 minutes)

a. Read the opening chapter of《林黛玉进贾府》to the class. Prior to the reading, explain to students that they should think of questions during the reading and

that you will pause at certain points to check their understanding.

b. Introduce some new vocabulary in the text and make sure that students understand these new words.

4. Post-reading Activity (20 minutes)

a. Ask students to work in pairs or small groups to discuss the chapter they just read. Ask for each group to provide a summary of their discussion to share with the class. This will help give all students different perspectives on the text.

b. Using document cameras and overhead projectors, model sentence writing and demonstrate how to use keywords/strategies about relevant sections from the chapter.

5. Collaborative Project （25 minutes)

The teacher will assign small groups or pairs the task of creating a visual representation, such as a poster, that provides an overview of the chapter. They can be creative and use multiple formats. The teacher can also include writing pr ompts to guide the students’ thinking as they reflect on the text. All groups will

present their visual representation to the class, explaining what they have learned from the text and their team’s thinking strategies.

6. Culminating Activity （10 minutes）

The teacher will lead a class discussion asking students to share their opinions about the novel's protagonist (Lin Daiyu) and other characters, and also share their emotions about the story.

四、评价和检查

The teacher will use formative and summative assessments throughout the process of teaching the text. Formative assessments will include regular checks for understanding during class discussions, visual representations, and reflection writing. Additionally, summative assessments will also include a written assessment where students will be given 1 hour to write an essay about the character, Lin Daiyu. They will be questioned on her character traits, her role in the story, the impact of the story on the Qing Dynasty society, and the literary significance of her role as a storyteller