05拿来主义第一课课时（05 take the doctrine lesson 1 class hour）.docVIP

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05拿来主义第一课课时（05 take the doctrine lesson 1 class hour）.doc

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05拿来主义第一课课时（05 take the doctrine lesson 1 class hour）

05拿来主义第一课课时（05 take the doctrine lesson 1 class hour） 5 ISM The teaching goal The goal of knowledge 1. understand the background and Lu Xun about the criticism and inheritance of cultural heritage point of view. To understand the stylistic features of essays. In this paper, 2. grasp the metaphor, irony, irony and the meanings of words in specific context. Experience of Mr. Lu Xun essays sharp and humorous language style. The ability to target The use of metaphor, irony, irony, the effect of expression of 1. figure text, according to the method of semantics and context to the thoughts and feelings. The analogy reasoning using vivid learning method 2. The goal of moral education 1. correctly deal with cultural heritage, establish the dialectical materialism and historical materialism. 2. practice, understanding the realistic significance of the study in this paper. The focus of teaching To guide students through the word surface, analyze its deep connotation. The difficulty of teaching 1. contact history background, try to figure out the emotional language. Accurate understanding of the concept of the 2. (closed cloorism, sending, throwing, throwing, sent, sent, and brought out the egg, waste, coward, ISM, etc.) clear the characteristics of analogy reasoning. - teaching method The 1. question type teaching method. The teacher according to the teaching goal design of several key problems such as enlightening, the author discusses the ism is how to expose and criticize the essence and consequences of sending before? Another example is the author of how to reveal the basic meaning of ism and the specific meaning? Again according to the author, ism in the end what attitude to cultural heritage? What is it? So, give the students to discuss and exchange, and enhance awareness of student participation, mobilize the enthusiasm of students, allow students to fully appreciate the clarity of thinking. 2. concepts of comparative law. Can be combined with problem-based teaching m