The first volume of the ninth grade "There is more than one correct answer to things" teaching plan 1 learning goal:
1, the demonstration method of this paper.
2. The great significance of creative thinking in real life.
3. Learn to be a creative person.
4. Understand the central argument and sub-argument.
5, easy to understand, simple language.
Key points and difficulties:
1, understand the central argument and sub-arguments of this article.
2. How to be a creative person?
Teaching time: one class hour.
Teaching process:
First, import:
Shakespeare said, "Thought is the spirit of freedom." France said: "The most rare courage is the courage of thought." Please give full play to your whimsy, say the answers to the following questions and say a few more.
1、 1+ 1=? 2、4+9=? 3、5+7=? 4、6+ 18=?
Attached answer:
1 (Li)+1 (Li) = 1 (km)
4 (point) +9 (point) = 1 (13, that is, 1 in the afternoon).
5 (month) +7 (month) = 1 (year)
6 (hours)+18 (hours) = 1 (days)
Second, check the preview:
Congratulations (g 33ng) on your deep-rooted dependence (dū), persistence (lài), absorption (jí), perseverance (héng), perseverance (qiè) and erudition (yuān bó).
Deep-rooted: metaphor has a solid foundation and is not easy to shake.
Diligence (zι): Diligence.
Perseverance: perseverance.
Qiè: Carving something and never giving up is a metaphor of perseverance.
It goes without saying: Needless to say.
Simplicity: It is simple to describe things.
Did nothing: did nothing; Nothing can be done.
Third, the overall perception:
1. How to divide the structure of this article according to the three-stage structure of argumentative writing?
Question: (1 ~ 2) From four figures, the topic of "there is more than one correct answer to things" is put forward.
Analysis of the problem: (Paragraph 3 ~ 12)
The first layer (the third paragraph): it is very important not to be satisfied with an answer and not to give up looking.
The second layer (paragraphs 4 ~ 5): Creative people always assiduously absorb knowledge and make themselves knowledgeable.
The third layer (paragraphs 6-8): The real key to creativity lies in how to use knowledge and examples.
The fourth layer (9 ~ 12): the main foundation of creativity.
Problem solving: (Paragraph 13) Summary is the key to being a creative person.
2. What does the picture at the beginning of the text reveal? What were the characteristics at first?
There is more than one correct answer to the matter. From the phenomena in life; Cut to the chase; Very easy to understand.
3. Why does the author say that "there is more than one correct answer to things"?
Because this question is very specific, vivid and targeted, it is easy to arouse readers' interest.
4. Why do you say "it's important not to be satisfied with an answer and not to give up exploration"?
Only by recognizing that things often have more than one correct answer, are not satisfied with one answer, and don't give up searching, can we find something, create something and make progress.
5. What are the essential elements of creative thinking?
Profound knowledge.
② Using knowledge to explore new ideas.
Pay attention to small ideas and make them come true with perseverance.
6. How did the creative inspiration come from?
This extraordinary inspiration often comes from such a process: paying attention to an extremely common or even fleeting idea, repeatedly deliberating and gradually enriching it.
7. What is "one of the main criteria to distinguish whether a person is creative or not"?
Creative people pay attention to their tiny ideas. Even if they don't know what will happen in the future, they know very well that small ideas will open a big breakthrough and firmly believe that they will make it a reality.
8. What is the key to being a creative person?
The key is to always be curious and accumulate knowledge; Not satisfied with an answer, but exploring new ideas and applying what you have learned; Once you have a small inspiration, believe in its value and continue to develop it.
9. What is the main topic of this article? Why didn't you give all the answers about the essential elements of creative thinking until the end of the article?
This paper mainly discusses how to have creativity. About the three essential elements of creativity, the answers are given after discussing the text layer by layer, which conforms to the thinking law of "division → total" and is convenient for readers to understand and grasp.
10. What argumentation methods did the paper use to prove the argument?
(1) Example method: the case of John Gooden belk (paragraph 8); The case of Roland bouchard (paragraph 9)-All the examples are from natural science.
(2) citation method: paragraph 6 and paragraph 1 1.
1 1. In what order does this article demonstrate the central argument of how to be a creative person?
Step by step in logical order.
Fourth, the class summary:
This paper demonstrates the central argument of how to become a creative person in a step-by-step logical order. Creative thinking is not exclusive to celebrities. Let's all exercise our creative thinking and become a creative person.
Verb (short for verb) Task:
1. Finish exercises one, two and three after class.
2. Preview the "governor spirit".
The first volume of the ninth grade "There is more than one correct answer to things" teaching plan 2 teaching objectives:
1. Knowledge objective: to understand the relationship between viewpoints and supporting materials, and the relationship between central arguments and sub-arguments;
2. Ability goal: cultivate the ability of independent reading, serious inquiry and active discussion;
3. Emotion, attitude and values: activate thinking, stimulate imagination and advocate science.
Teaching process:
First, the introduction of new courses.
Everyone must be familiar with Su Shi's title of Xilinbi. Who will talk about the understanding that "the peak and distance are different when viewed from the side of the ridge"? What kind of philosophy does it contain?
The world is rich and varied. Even the same thing has endless answers from different angles. American industrialists Ricardo Roberto Barreto da Rocha, Fei and Engel drew the view that "there is more than one correct answer to things" from four geometric figures. Please read it and see if you can get some enlightenment from it.
Second, the specific implementation
1, group self-study
Requirements:
A, read the text, find out the author's point of view and the basis to support it, and send a representative to write it on the blackboard after summing up.
B, put forward problems worth discussing.
2. Distinguish between arguments, arguments and their relationships.
First, clear the definition of the argument-write the argument of this article.
B, clear the definition of the argument-summarize this argument.
Connect related arguments and arguments with lines.
3. creatively design charts to show the author's thinking order and the structure of the article.
4. Writing practice
A, please take the view that "creativity is not just Beethoven, Einstein and Shakespeare's" and "everyone has creativity", and then give examples to prove this view. (such as the shell of a space pen, etc. )
B review, focusing on whether the case supports the viewpoint and whether the connection between the case and the viewpoint is natural.
Third, explore extension.
1. Discuss the problems found by students. (Rich in resources)
2. Create situations to stimulate thinking.
Show the scenery of Chibi-please talk about your feelings-it is also "Chibi", why did Su Shi sing "Ying Zi Ying Fa, feather fan with black silk scarf, laughing and laughing"; Du Mu whispered, "If the east wind doesn't follow, the bronze sparrow terrace will lock Er Qiao in spring"? So, let's talk about the text "There is more than one correct answer to things" that we are studying today.
Four. abstract
Life is a prism, always facing everyone in life with its unpredictable side. Don't worry about other people's different views, don't worry about your own thinking deviation, but believe in your own vision, because you see with a keen perspective. The world is obsessed with your feelings, because if you appreciate this colorful life with a perceptual heart, you will definitely get rich answers.
Verb (abbreviation for verb) online forum (after class)
"No rules, no Fiona Fang" has become our mindset. After learning this article, talk about our understanding of it in combination with your life experience.
The first volume of the ninth grade "There is more than one correct answer to things" teaching plan 3 teaching ideas;
Stimulate students' creative thinking ability with stories and figures, closely follow the two key points of "why things have more than one correct answer" and "how to become a creative person", so that students can clarify the relationship between the author's thinking and the way of thinking of "things have more than one correct answer" and creative thinking and creativity, and let students understand the author's views in the article more clearly.
Teaching objectives:
1, explaining the relationship between the thinking mode of "there is more than one correct answer to things" and creative thinking and creativity.
2. Stimulate students' creative thinking and cultivate their innovative ability.
Teaching philosophy: situational method, discussion method.
Teaching hours: one class hour.
Teaching content:
First, introduce new lessons.
1, please recall Su Shi's title Xilin wall in primary school. Let's recite it together
(Original Back)
Topic Xilin wall
Su Shi
Looking at Lushan Mountain from the front and side of peaks and valleys, from far, near, high and low places, Lushan Mountain presents various faces. I can't recognize the true face of Lushan Mountain because I am there.
Teacher 2: "Looking horizontally, the ridge side peaks, and the distance is different." Explain what?
(health: the same thing will have different understandings and feelings from different observation angles. )
3. Teacher: It can be seen that the correct answer to things is not unique. Why? With this question, let's learn lesson 18 "There is more than one correct answer to things". (blackboard writing)
Second, read the text for the first time. (find out the point of view)
Teacher: Please read the text silently against your notes. At the same time, draw the author's concluding sentence on the book with a pen. (Students read silently)
Teacher: The author set an interesting question at the beginning of this article. Please think about it. What does this tell us?
(Student A: "So, the most important thing is not to be satisfied with an answer and not to give up looking." )
Teacher: Yes, in life, different perspectives, different understandings of problems, different ways to solve problems and the transformation of thinking perspectives will make the answers to things varied.
Third, study the text (clarify the relationship)
1, Teacher: Please read such a story. (projection)
(1) Once upon a time, there was a stingy rich man who couldn't get a long-term job. The clever Ni Gang came to you. The rich put forward two conditions. One is "you should eat what others don't eat" and the other is "you should do everything others don't do". Ni Gang totally agreed. On the Mid-Autumn Festival, rich families provide a lot of meat and fruit for their ancestors to enjoy the moon. Ni Gang went to eat all these offerings. During the Spring Festival, the rich man's family was busy paying New Year's greetings, but Ni Gang went to the door and dug a grave, which made the rich man's eyes stare. Think about it, what is the difference between the two conditions put forward by the rich man and Ni Gang?
(2) During the Three Kingdoms period, Cao Cao had a clever bookkeeper, Yang Xiu. On one occasion, an envoy from a northern country sent a box of refined cakes to Cao Cao. Cao Cao took the cake and wrote three big characters vertically on the lid of the box: "One Crisp". After that, Cao Cao put the cake on the table and went out. Yang Xiu came in, saw this box of cakes and Cao Cao's handwriting, and had a brainwave, so he took the initiative to share this box of cakes with everyone. Everyone suddenly puzzled and had to obey Yang Xiu's orders. After a while, Cao Cao came back, saw only the empty box on the table, and asked whose idea it was. Yang Xiu unhurriedly replied: "_ _ _ _ _ _ _ _ _". Hearing this, Cao Cao repeatedly praised Yang Xiu for his cleverness.
Please think about it, how did Yang Xiu answer?
(Student analysis, teacher induction)
2. Teacher: From the analysis just now, everyone thinks that Ni Gang and Yang Xiu are very clever, but what kind of thinking ability do they have? (Student answers)
Teacher: We can see this from the fourth section of the text. Let's read together.
4. Teacher: Yes, so what are the necessary elements for creative thinking? Please discuss with your deskmate and find the answer from the text. (Student answers)
5. Teacher: The students found it very good. Comparing these two factors, some students may think that they are shallow in talent, not rich in knowledge, and immature in thinking, and may have doubts about their innovative ability. I won't explain it first, but set a specific situation for everyone to participate in.
Please see: (projection)
A "whimsy" column is doing a program, and the host asked the guests such a topic:
A number, what would you imagine it to be? If you were a participant, what would you do? (Requirements: Answer and comment alternately. )
6. Teacher: Here, I'd like to invite a classmate as the host and other students as guests.
(Discuss and perform)
Teacher: Thank you for your active participation. Students give full play to their imagination and give the most wonderful answers, which can prove that everyone is creative. So, how to make yourself a creative person? Please read the last paragraph of the text together.
(All students read together)
8. Teacher: After reading it, I think the students will be very confident. We just need to love life, find life, encounter problems and think more about why. Stick to it, and your ability to discover and create will certainly improve.
9. Teacher: Summary (omitted)
Fourth, expand and extend (thinking training)
Teacher: After learning this text, I'd like you to talk about "0". Please try to open your mind and see whose thinking is faster and more reasonable. Let's discuss each other's speeches first, and then write them down and prepare to speak.
(student 1 answer)
Teacher: He speaks very well! In this way, I spread my thoughts and came to a "thinking for a thousand years, seeing Wan Li". See who goes on.
……
Teacher: It is difficult for everyone to express their views. The sky, the earth, the past, the present and the future are all in your mind, and your thoughts are sharpening and colliding with each other, and generate is creative.
Verb (abbreviation of verb) conclusion:
Students, the answers to things in life are colorful, and the methods to solve problems are also varied. The key is: we should pay unremitting attention to life, discover life, think about life and know life, so as to capture the best moments in life.
Sixth, assign homework.
The first volume of the ninth grade "There is more than one correct answer to things" teaching plan 4 teaching objectives:
1, through reading the text by students themselves, accumulate words such as deep-rooted, tireless, persistent, stagnant, self-evident and absorbed. Read the pronunciation of these words correctly and understand their meanings.
2. Under the guidance of the teacher, we can understand the structure of "introduction-theory-conclusion" of argumentative paper, and use it to perceive the content of the article and clarify the author's writing ideas. Appreciate the rigor of this paper's argument logic.
3. Cultivate students' confidence in "I have creative thinking" and cultivate students' creative thinking in activities.
Teaching emphases and difficulties:
1. Learn the structure and skills of "introduction-theory-conclusion" in this paper, identify the argumentation method of this paper, and explore the author's strict argumentation logic.
2. Understand the thinking of the article and cultivate students' creative thinking.
Class schedule: 1 class hour
Teaching content and process:
First, the introduction of new courses.
Import through wonderful pictures.
Second, teach new lessons:
(1) Read the text for the first time, perceive the content of the article as a whole, clarify the central argument of this article, and accumulate words.
1, students read the text by themselves and circle what appears in the text: deep-rooted, tireless, persistent, stagnant, self-evident, with the help of notes, correctly read the pronunciation and understand the meaning of words in specific language environment.
2. What do you think is the central point of this article after reading it? (Students talk about their initial understanding, but the teacher won't do it for the time being. )
3. Guide students to find the central argument with their argumentative knowledge.
Review and explain two typical structural modes of argumentative writing, and clarify the position of the central argument of the two structural modes:
Ask questions-analyze problems-solve problems (such as doubt and learning)
Introduction-theory-conclusion (for example, thinking and action)
4. Students identify the structure of this article and draw a circle to get the central argument and conclusion of this article.
5. The teacher shows the circled comments he made when reading this article for the first time, further guiding the students to read with the circled comments, and analyzing the students' previous understanding of the central point of this article.
(2) Read the main part of the text and make clear the angle of this article. Students still use the reading method of circle mark, and circle mark around the following three questions.
1, what is the main part of the argument?
2. Draw the basic elements of creative thinking in the text.
3. What method is used to demonstrate the main part?
(3) Read the article intensively, understand the author's ideas, and understand the rigor of the language and logic of this argument.
1, students explore reading around the following two questions:
(1) What are the internal relations between several sub-arguments? Can we change seats?
(2) Skip paragraphs 4, 6 and 9 of the article. What are the characteristics of these paragraphs? Analyze the function of three questions in the text.
2. Teachers teach the structural methods commonly used in the main part of argumentative papers, and guide students to realize the methods of in-depth argumentation in the theme part of this paper.
Vertical type: (progressive in-depth argument) Example "Doubt and learning"
Horizontal Style: (Parallel Style) Example "Ideal Ladder"
This paper is divided into two parts: learning from knowledge.
Use knowledge-use it.
Keep trying.-do it.
Distinguish between confidence and possession-thinking.
3. Teachers and students cooperate to clarify the logic of the author's argument.
Third, expand and extend:
1. How do you feel after learning this article? Teachers guide students to understand the importance of creative thinking.
2. Imitate the following example and write a sentence with the creative thinking of "1+ 1= 1", which requires Chinese flavor.
An inappropriate impulse plus a little immature idea equals a big mistake.
Fourth, conclusion:
Everywhere is a place of creation, every day is a time of creation, and everyone is a creator.
The first volume of the ninth grade "There is more than one correct answer to things" teaching plan 5 [teaching objectives]:
First, learn how to put forward the central point of this article: give a specific example and put it forward after a brief analysis.
Second, understand the argumentation idea of this paper, and spread it around the center.
Third, feel the author's different thinking, guide students to understand the importance of establishing creative thinking mode, and strive to become creative and creative people.
[Teaching Focus]:
1, master the idea of this article and discuss it layer by layer.
2. This paper adopts the method of factual argumentation.
[Curriculum]: 1 class hour
[Teaching process]:
First, import the text-
Teacher: Before class, the teacher should do an oral exercise:
Look at the screen-
Can you tell me what the figure you see is?
(Students speak)
Teacher: Good, everyone is very imaginative! So, who is the most correct in your answer?
(pause for a moment, students are free to answer)
Teacher: Yes, everyone's answers are right, because they all make sense! It seems that when we know a thing or solve a problem, we will have different answers from different angles, just as Su Shi said in the poem "Topic Xilin Wall": "From the side of the ridge, the distance is different." There is often more than one correct answer to the original thing. Isn't this the text we are going to learn today?
Second, dredge the text-
Teacher: Please open your books and turn to page 105. Before browsing the text, let's take a look at some important words in the text.
(projection)
Vocabulary accumulation: ingrained
Hard work leads to nothing.
This is self-evident.
It's simple, persistent, persistent.
Teacher: Pay special attention to the pronunciation and notes of some words, especially some idioms: for example, "tireless" means "diligent"; "Perseverance" is "carving"; "Self-evident" is a metaphor for "understanding". In addition, the word "censorship" has an interesting allusion. Please refer to the reference book after class and write it down in your notes.
Third, the overall grasp-
Teacher: After solving the word problem, you can read the text. Please browse the text, think about these questions on the screen at the same time, grasp the text as a whole and communicate with the students around you.
(Projection) 1. What is the main point of this article?
2. How does the author discuss this problem?