统编本八学年语文下册《礼记》二则课程教材.ppt

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3、在中国文学史上,有很多系统而全面地阐述教育教学的优秀文章,如劝学师说等。今天我们要学习儒家的论礼丛书礼记中的学记礼运篇。我们今天学的内容是从全文中节选出的。,22 礼记二则,R八年级语文下册,礼记是十三经之一,与周礼仪礼全称为三礼。儒家经典著作之一。 礼记全书用记叙文的形式写成,一些篇章具有相当高的文学价值。有的用短小的生动故事表明某一道理,有的气势磅礴、结构谨严,有的言简意赅、意味隽永,有的擅长心理描写和刻画,书中还收有大量富有哲理的格言、警句,精辟而深刻。,四书:论语大学孟子中庸 五经:诗经尚书礼记周易春秋 (简称:诗、书、礼、易、春秋),知识拓展,虽有嘉肴,本文选自礼记学记。题目是编者加

4、的。 礼记,又名小戴礼记,儒家经典著作之一,是战国至秦汉间儒家论著的汇编,相传为西汉经学家戴圣编撰。汉代把孔子定的典籍称为“经”,他的弟子对“经”的解说是“传”或“记”,礼记因此而得名,即对“礼”的解释。 礼记和周礼仪礼合称“三礼”。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元

5、成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元

6、成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,学记是礼记中的一篇,是中国教育史上,也是世界教育史上第一部教育学的论著。文字言简意赅,喻辞生动,系统而全面地阐明了教育的目的及作用,教育和教学的制度、原则和方法,教师的地位和作用,教育过程中的师生关系以及同学之间的关系。课文主要是谈关于“教学相长”的道理的。,嘉肴( ) 弗食( ) 自强( ) 教学相长( ) 兑命( ) 学( )学( )半,yo,qin,yu,

7、xio,f,zhn,xu,1.听课文录音,注意节奏、语气,重点注意以下几个字的读音。,2.自由朗读课文,把握好字音、节奏、语气。,虽有嘉肴,虽有/嘉肴,弗食,不知/其旨也; 虽有/至道,弗学,不知/其善也。 是故/学/然后知不足,教/然后知困。 知不足,然后/能自反也; 知困,然后/能自强也。 故曰:教学/相长也。 兑命曰:“学/学半。” 其/此之谓乎?,3.翻译课文,了解大意。,自学要求: 1. 结合课下注释及手头资料翻译课文,标出疑难处。 2. 同桌交流疑难。 3. 6分钟后比比谁翻译的比较好。,重点字词,虽:即使。 弗:不。 其:代词,指嘉肴。 善:好处。 然后:这样以后。 故:因此。

8、长:促进。,虽有嘉肴,弗食,不知其旨也;虽有至道,弗学,不知其善也。,指有骨头的肉,指味美,最好的道理,好,类比论证:类比亲身学习的重要性。,即使有美味的肉食,不吃,就不知道它的甘美;即使有最好的道理,不学,就不知道它的好处。,是故学然后知不足,教然后知困。知不足,然后能自反也;知困,然后能自强也。故曰:教学相长也。,所以,困惑,自我反思,自己鼓励自己,教与学是互相推动、互相促进的,所以,学习之后才知道自己的不足,教人之后才知道自己也有不懂得地方。知道了自己的不足,然后就能反省自己。知道了自己不懂得地方,然后才能自我勉励。所以“教”和“学”是相互促进的。,教与学的关系:教学相长,状元成才路,状

9、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

10、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,兑命曰“学学半

11、”,其此之谓乎!,尚书中的一篇,教别人,占自己学习的一半,表示猜测,兑命说:“教人是学习的一半。”这话说的就是这个道理吧。,引用论证:进一步强调教学相长的关系。,试用自己的话翻译全文。,即使有鲜美的菜肴摆在那里,如果不吃,就不能知道它的味美;虽然有最好的道理(最好的义理),如果不去学习,也不能知道它的美好可贵。所以深入学习之后才知道自己知识的贫乏,教育别人之后才发现自己学识上的困惑。知道自己知识不够,然后才能自我,反省,努力向学;知道有困惑,然后才能自我勉励,发愤图强。所以说:教与学相互发生作用,教育别人,也能增长自己的学问。尚书兑命说:“教育别人,能收到一半学习的效果。”就是这个意思。,通假

12、字,兑命曰 (同“说”,指的是殷商时的贤相傅说),yu,帮你归纳,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

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14、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,古今异义,1.虽有嘉肴 (古义:即使 今义:虽然) 2.不知其旨也 (古义:味美 今义:主旨) 3.教然后知困 (古义:困惑 今义:穷苦,艰难),4.然后能自强也 (古义:竭力,尽力 今义:健壮的,有力的) 5.教学相长也 (古义:促进,提高 今义:增长),一词多义,学学半( ),学学半( ),不知其旨也( ),其此之谓乎( ),动词,教导,动词,学习,代词,它的,副词,表示推测,是非君子之道 ( ),是故学然后知不足( ),近指代词,相当于“这”“此”,“是故”“是以”连用,相当于所以、因此等,惟读书是务( ),助词,用在句中

15、,起到强调宾语的作用,不必译出,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元

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17、成才路,状元成才路,状元成才路,倒装句: 其此之谓乎。 (“之谓”是文言文中一种比较固定的用法,是将宾语提前的倒装句,译为“说的是”。作用:宾语用代词“之”复指一下,强调宾语。),文言句式,“教学相长”教和学是相互促进的,二者相辅相成,强调了实践的重要性。,本文主要论述了什么道理?,内容归纳,文章开头写“虽有嘉肴”有何作用?,以“佳肴”与“至道”作类比,指出学习的重要性:做好了一桌美味的菜肴,如果只是看看,不亲自去尝尝,永远不知道滋味如何;同样,有再好的道理,如果不去学习,永远也不知道它的好处。引出下文对教与学关系的论述,使说理浅显易懂。 这种说理的方法叫做“类比推理”。,问题探究,问题探究,

18、虽有嘉肴主要论述了什么道理?论证的思路是怎样的? 虽有嘉肴主要论述了教学相长的道理,即教和学是相互促进的,二者相辅相成。 本文在论述时先以“虽有嘉肴,弗食,不知其旨也”作比引出“虽有至道,弗学,不知其善也”进而又从教与学两个方面加以说明,最后归结到“教学相长”这个结论。 论证思路:重视实践在实践中“知不足”“知困”明事理,出真知进步与发展。,“教学相长”的结论在前面已经道明,课文最后兑命中的一段话是否多余?,不多余,“学学半”的意思是“教人是学习的一半”,这是对本文观点的补充说明,深化主旨。兑命的话进一步论证了“教学相长”的道理,增强了文章的说服力。,问题探究,相同点:两者都强调了教是学习、进

19、步和提升的重要环节。 不同点:前者从教和学两个方面来说明教和学的关系,认为教和学相互促进、相辅相成,说得直接全面,是作者要表达的主要观点。后者则只从教的角度来说明,将学的部分暗含其中,说得含蓄委婉,是对前者的补充论证。 关系:前者是全文的观点,后者是引用论据来补充强调观点的,两者之间是主从关系。,问题探究,“教学相长”与“学学半”的相同点和不同点是什么?两者之间是什么关系?,拓展延伸,结合自身的学习经验,谈谈“教学相长”的道理给了你怎样的启示?,1.学是第一位的,不学,则无法获得知识,也无法知道自己的不足,也就没有完善自己的机会。 2.“教学相长”还意味着学习中的互动和交流。有时候,可以采用教

20、的方式学习。比如尝试把自己的理解讲给同桌听,看看他的反应。如果他能明白,可能表明你确实理解透彻了;如果他仍有疑惑,可能表明你懂得理解中存在漏洞或缺陷,这时就可以“知困”而“自强”。,虽有嘉肴,比喻论证学习的重要性,道理论证教学相长,引用论证强调教学相长,教和学 相辅相成,1.运用类比手法。,文章开头运用类比手法,以“即使有美味佳肴,不去品尝,就不知道它的味道鲜美”类比“即使有最好的道理,不去学习,就不知道它的益处”。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

21、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

22、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,2.逻辑严密,有条有理。,文中开头先讲学习的重要性,接着讲到教与学的关系,最后提出教学相长的结论,逻辑严密,有条有理。,7.当堂检测,一、解释下列词语 1.虽有嘉肴 2.弗食 3

23、.不知其旨也 4.虽有至道 5.弗学,不知其善也 6.教然后知困 7.然后能自反也 8.然后能自强也 9.教学相长也 二、翻译下列句子 1.虽有嘉肴,弗食,不知其旨也。 2. 兑命曰:“学学半。 ”,课堂反思,这节课学到了什么?还有哪些是没掌握的?,大道之行也,大道:指儒家推崇的上古时代的政治制度。,本文是礼记礼运开头部分里的一段话,主旨是阐明理想中的“大同”社会的基本特征。原文此前还有一段文字记述孔子说这番话的来由,照录如下: 昔者仲尼与于蜡宾(参加国君在年终举行的祭典,蜡,读zh),事毕,出游于观(读gun,宫门外两旁的台楼)之上,喟然而叹,仲尼之叹,盖叹鲁也(意思是鲁国已经丧失了国礼)。

24、言偃(即子游,孔子的学生)在侧,曰:“君子何叹?”(孔子何叹?)孔子曰:“大道之行也,与三代之英(夏、商、周、三代的英贤),丘未之逮也(因出生晚,未能赶上)而有志焉。”,写作背景,从这段文字可以看出,孔子是因为生活在变乱纷乘的春秋末期,迫切希望出现一个太平盛世,所以有这番言论。,选贤与能( )讲信修睦( ) 鳏寡( )货恶其弃于地也( ) 幼有所长( ) 男有分( ) 谋闭而不兴( ),j,m,un,w,zhn,fn,xn,1.听课文录音,注意节奏、语气,重点注意以下几个字的读音。,2.自由朗读课文,把握好字音、节奏、语气。,3.翻译课文,了解大意。,自学要求: 1. 结合课下注释及手头资料翻

25、译课文,标出疑难处。 2. 同桌交流疑难。 3. 6分钟后比比谁翻译的比较好。,大道之行也 大道之行也, 天下为公, 选贤与能, 讲信修睦。,施行,政权(也可以把社会财富包括进来)属于社会的全体成员,而不属于任何个人。,选举有贤德的、有才能的人(给大家办事),(人人)讲求诚信,崇尚和睦,与(j),通“举”,选举,对“大同”社会的纲领性说明。,故人不独亲其亲,不独子其子,使老有所终,壮有所用,幼有所长,矜、寡、孤、独、废疾者皆有所养,男有分,女有归。货恶其弃于地也,不必藏于己;力恶其不出于身也,不必为己。,因此,动词,以为亲,动词,以为子,抚养,同“鳏”,老而无妻的人,归宿,对于财货,人们憎恨把

26、它扔在地上的行为,却不一定要自己私藏;,人们都愿意为公众之事竭尽全力,而不一定为自己谋私利。,职业、职分,写大同社会的基本特征。,是故谋闭而不兴,盗窃乱贼而不作,故外户而不闭。是谓大同。,因此,用门闩插门,阴谋,干坏事的想法,兴起,这叫作,全文的总结语。,在大道施行的时候,天下是人们所共有的,把有贤德的、有才能的人选出来(给大家办事),(人人)讲究诚信,崇尚和睦。因此人们不单奉养自己的父母,不单抚育自己的子女,要使老年人能终其天年,中年人能为社会效力,幼童能顺利成长,使老而无妻的人、老而无夫的人、幼年丧父的人、老而无子的人、残疾人都能得到供养。男子要有职业,女子要及时婚配。对于财货,人们憎恨把

27、它扔在地上的行为,却不一定要自己私藏;人们都愿意为公众之事竭尽全力,而不一定为自己谋私利。这样一来,就不会有人搞阴谋,不会有人盗窃财物和兴兵作乱,(家家户户)都不用关大门了,这就叫做“大同”社会。,全文翻译,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

28、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

29、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,通假字,1.选贤与能 (通“举”,选拔) 2.矜、寡、孤、独、废疾者皆有所养 (通“鳏”,指老而无妻的人),帮你归纳,古今异义,1.大道之行也 (古义:儒家推崇的上古时代的政治制度 今义:宽而长的路) 2.男有分,女有归 (古义:归宿 今义:回来) 3.盗窃乱贼而不作 (古义:作乱 今义:没有秩序,没有条理),一词多义,今天下三分( ),男有分( ),货恶其弃于地也( ),君子成人之美,不

30、成人之恶( ),动词,分裂,名词,职分,职守,动词,讨厌、憎恶,名词,罪恶,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

31、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

32、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,选贤与能( ),颇与中国同俗( ),故人不独亲其亲( ),矜、寡、孤、独、废疾者皆有所养( ),通“举”,推荐,连词,和,副词,单,只,形容词,老而无子的人,1.不独亲其亲,不独子其子 (意动用法,以为亲,以为子) 2.老有所终,壮有所用 (形容词作名词,老年人,壮年人),词类活用,判断句: 大道之行也,天下为公。 (“也”表判断) 倒装句: 货恶其弃于地也,不必藏于己。 (介宾短语后置句,应为“于己藏”),文言句式,大道指什么?大同指什么?,大道:古代指政治上的最高理想。 大同:可以理解为儒家的理想社会或人类社会的最

33、高阶段。 大道之行也:是指执政者施行大道,则老百姓便可以生活在安定、和平的大同社会。,1.“大同”社会的根本特征是什么?请找出相关语句,并作讲解。,政权属于社会的全体成员,社会的管理者应由品德高尚的人 和能干的人担任,社会成员间应当建立起良好的关系,2.本文是从哪几个方面来说明“大同”社会的基本特征的?,3.从“谋闭而不兴,盗窃乱贼而不作”中,你感受到了当时社会怎样的状况?,“谋闭而不兴,盗窃乱贼而不作”是大同社会安定、和谐的状况的反映,其中折射出现实社会的黑暗、阴险,这正是人们迫切追求理想社会的原因。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

34、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

35、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,第一层: (第1、2句),第二层: (第3、4句),第三层: (第5、6句),大同社会的根

36、本特征,大同社会的基本特征,总结语,大同社会的局面,3.货尽其用,人尽其力,1 .人人都能受到全社会的关爱,2.人人都能安居乐业,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

37、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

38、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,根据文中阐述的内容和你对“大同”社会的认识,你觉得“大同”社会能实现吗?,本文通过对理想中的社会特征的描述,阐明了儒家理想中的“大同”社会的基本特征,表达了作者对这个理想社会的向往,同时,也反映了我国古代劳动人民对美好生活的追求。,大同社会与陶渊明描绘的那个“世外桃源”有没有相似的地方?,土地平旷,屋舍俨然(整齐)。 阡陌(田间小路)交通(交错相通)鸡犬相闻。 黄发(老人)垂髫(小孩),并怡然自乐。 余人(其余的人家)各复延(邀请)至其家,皆出酒食。,世外桃源应该是

39、根据“大同”社会体制构想出来的。,如何评价孔子所描绘的“大同”社会?,、在当时看来: 、在现在来说: 、能否实现?,不满现实,向往美好,激励人们,仍有意义,世外桃源,美好空想,1.结构严谨,说理透彻。,文章第一层首先对“大同”社会进行纲领性说明,然后从三个方面阐述“大同”社会的基本特征,最后总括并定名为“大同”。全面具体地展现了古人关于人类美好社会的构想。,2.阐述道理,条理清晰。,文章在阐明“大同”社会政治纲领的内容时,按逻辑关系,由政权归属谈到政权所属的条件,最后谈到在德才兼备的领导者的管理下,所呈现的和谐、平等的人际关系。在阐明之后,很自然地阐述了在这些纲领维护下的“大同”社会的基本特征

40、,分三个方面展开,从物质生活谈到了理想观念。既全面又有条理,清晰地反映了作者的思路。,孔子名言:,1.学而不思则罔,思而不学则殆。 2.知之为知之,不知为不知,是知也。 3.三人行,必有我师焉;择其善者而从之,其不善者而改之。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,

41、状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,

42、状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,一、背诵虽有嘉肴,说说这篇短文的中心论点是什么,作者是怎样进行论述的。,课后习题参考答案,参考答案: 中心论点:教学相长。在论述时,先以“虽有嘉肴,弗食,不知其旨也”作比,继而引入“虽有至道,弗学,不知其善也”,进而又从教与学两个方面加以分析论证,最后归结到“教学相长”这个结论。,二、背诵大道之行也,归纳一下儒家的大同社会理想包括哪些方面。,参考答案: 人人都能受到全社

43、会的关爱;人人都能安居乐业;人人都珍惜劳动成果,却毫无自私自利之心(物尽其用,人尽其力)。,三、这两则短文多运用对偶句,造成铺排效果,增强了文章的气势。试从两篇中各举一例加以分析。,参考答案: 例:“虽有嘉肴,弗食,不知其旨也;虽有至道,弗学,不知其善也”,多使用对偶句,句式整齐,读来朗朗上口,节奏感强,颇有韵律美,其间道理易于让人理解、接受。,“货物其弃于地也,不必藏于己;力恶其不出于身也,不必为己”,对偶句,结构整齐,增强语势,描绘了大同社会的美好境界,使文章的论证更加生动、形象、全面、有力,突出了“大同”思想的中心。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

44、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

45、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,教学:教和学。,子:子女。,归:女子出嫁。,货:指财物。,贼:指害人。

46、,五、下面是礼记学记中的一些格言警句,查阅工具书,结合自己的学习经验,谈谈你的理解。,1.玉不琢,不成器;人不学,不知道。,一个人的成才之路如同雕刻玉器一样,玉在没有打磨雕琢以前和石头没有区别,人也是一样,只有经过刻苦磨练才能成为一个有用的人。,2.时过然后学,则勤苦而难成。,人的身心发展过程中存在着关键期,在关键期内发展学生相应的能力效果最佳。教育要遵循个体身心发展的规律。,3.独学而无友,则孤陋而寡闻。,如果学习中缺乏学友之间的交流切磋,就必然会导致知识狭隘,见识短浅。好朋友是你了解外部世界的桥梁,也是你不断完善自己的标尺。一个人学习,而不接触外部环境,好比“闭门造车”,是行不通的,只有与

47、朋友共同学习,“察纳雅言”,才能弥补自身的缺憾,并获得更多知识,才能不“孤陋寡闻”了!,更多教学资源微信jxzy888666,4.善问者,如攻坚木,先其易者,后其节目。,在学问上善于问难的人,应当是先易后难,循序渐进,像木工砍硬木先从易进斧的地方下手一样。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

48、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,1.背诵课文,说说你的感悟。 2.完成相应课时练习。,

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