"I am a countryman" is the second text in Unit 6, Book 1 of senior high school Chinese published by People's Education Press. This paper mainly describes a discussion between Mencius and Liang about "people can't live in poverty" and the concrete content of Mencius' "benevolent government" thought caused by it. Finally, Mencius exposed the social injustice with excitement. From the selected works of The Analects of Confucius, Mencius, Xunzi and Zhuangzi in this unit, we can see that this unit mainly studies the pre-Qin prose formed more than two thousand years ago. The Essays of Various Scholars recorded the main thoughts and political opinions of China's pre-Qin philosophers. Metaphor, parallelism and exaggeration are widely used in art. It can be said that high achievements have been made in ideological and artistic aspects, which have a far-reaching impact on future generations. Through the study of these excellent ancient literary works, students can understand the national culture, national wisdom and national spirit contained in them, and lay a foundation for forming a certain traditional heritage. Studying the concrete content of Mencius' thought of benevolence is helpful for students to learn national wisdom from literary works, learn to understand the content value of ancient literary works from the perspective of historical development, and examine the enthusiasm and limitations of his thought with modern concepts.

Second, the teaching objectives, priorities and difficulties

The new curriculum standard requires reading excellent works, savoring their language, feeling the charm of their thoughts and arts, forming a good sense of language, striving to improve the sense of language of ancient poetry, and realizing the profoundness and long history of Chinese national culture. Therefore, I will draw up the teaching objectives from the following three aspects:

Knowledge goal:

1. Understand the specific content of "benevolent government" advocated by Mencius.

2. Recite the text.

Ability goal:

1. Summarize and master the usage of the polysemous words "number, straightness, development, strategy and victory" in different language environments. Understand the usage of function words "and" and "zhi" in different contexts.

2. Understand the characteristics of several sentence patterns, such as "or ... or ...", "Shi ... er", "Shi ... Ye" and "What's the difference ...", and distinguish them from modern Chinese.

Emotional goals:

1. Combine the learned knowledge and historical materials to understand the ideological and logical essence of Mencius' argument. On the influence of mencius' thought on later generations.

The focus of this unit is to understand common classical Chinese words and master classical Chinese sentence patterns different from modern Chinese. The obstacle to learning classical Chinese is often not knowing the meaning of some words. Only by mastering a certain number of commonly used classical Chinese words can we read classical Chinese smoothly. Therefore, I will focus on mastering polysemous words, reciting texts and understanding Mencius' thought of "benevolent government". The focus of teaching will be highlighted in the classroom. When the text explanation is about to be completed, the teacher will make a summary and the students will make a study card. After class, the teacher supervises whether the students recite the text.

Because of the ideological and logical nature of Mencius' own argument, understanding the metaphorical connotation of Mencius' "pot calling the kettle black" may become an obstacle for students to understand. For the breakthrough of difficulties, the teacher will arrange a reading activity with different roles, supplemented by the corresponding social environment and the actual situation in Liangzhou at that time. After the students experience it themselves, the teacher will make some explanations and comprehensive comments.

Secondly, talk about teaching methods.

In the study of classical Chinese, we should pay special attention to the sense of language and the overall grasp ability. It is mentioned in "Chinese Curriculum Standard for Senior High School" that Chinese learning in senior high school should promote students' exploration ability, cultivate students' awareness and interest in innovation and exploration, and make the Chinese learning process an active and independent exploration process. Therefore, my teaching methods,

1. Reading teaching method, including reading aloud and reciting. Let students read more and practice more, and the reading methods can be diversified and lively, or read individually or collectively, or take turns and read in different roles. After reading, there are comments, which will promote reading and strengthen the understanding and recitation of the text. Chinese teaching should attach importance to the whole teaching, accumulation, feeling and edification, and to the cultivation of Chinese application ability and language sense. The most effective way is to read aloud. In the process of reading aloud, feel and master the words, phrases, structural content and language sense of the article, so as to lay a good foundation for further understanding the text.

2. Guidance method. This article is selected from Confucian classics. The sentence seems simple, but the connotation is difficult. According to the students' own experience and discussion, it is necessary for the teacher to analyze and guide how to understand Mencius' thought of benevolent government, the skills of argumentation and the induction of polysemous words.

3. Discussion, the teacher's analysis can't replace the students' own feelings. Students in modern society may have their own unique views on Mencius' ideological enthusiasm and limitations. The teacher organizes class discussions. This paper discusses how to make middle school students fully experience the fun and ease of speaking, so that the teaching of classical Chinese can achieve the effect of applying what they have learned and interacting between ancient and modern times.

Then, talk about the teaching process

This class is divided into two classes. The first lesson, dredge the meaning of the text, sort out the structure of the article recitation, and summarize the meaning of polysemous words and classical Chinese sentences. The second class discusses Mencius' thought of benevolent government, completes homework after class, and summarizes polysemous words and classical Chinese sentences again.

first kind

Introduce Mencius first, and introduce the text:

Let the students talk about their understanding of Mencius before class by combining their notes and collected information. The teacher is giving a comprehensive introduction. It is beneficial to train students' data processing ability and improve their oral expression ability. )

Second, reading the text, the overall perception:

1. Teacher's projection and pronunciation;

2. Teachers demonstrate reading texts;

3. Students can read the text freely. Read the text with two questions. These two questions are: First, this passage records a conversation between who and who. What is the theme of this conversation? 2. What are the sentences about "too many people" in the text?

The purpose is to hope that students can read correctly, fluently and emotionally, so as to cultivate the sense of language in classical Chinese and implement the education of excellent traditional culture. In addition, let the students understand the article as a whole, and clearly point out that the article is a discussion between Mencius and Liang about "people are not living well". Through three sentences about "more for the people", the full text is divided into three parts.

4. Guide the students to read the text silently against the notes, and grasp the general idea of the whole text.

From the specific paragraphs, the full text can be divided into three parts:

The first part (the first paragraph) writes that Liang is "serving the country faithfully" for himself, but "not many people" raises questions. In the second part ("Mencius is against Japan" to "I don't expect more people than neighboring countries"), according to Liang's desire to "increase the number of people" through political means, Mencius helped him realize that compared with neighboring countries, he only did some good things in disaster relief, and there was no difference in essence, which naturally made the article transition to the third part. In the third part (the third to fifth paragraphs), according to Liang's psychology of exploring how to increase the number of people and the monarch's grand wish of "unifying the world" during the Warring States period, Mencius put forward his own thought of "benevolent governance".

5. Important vocabulary that teachers should master: ① Fill in drums; (2) abandon armour and leave; (3) or stop after a hundred steps; Or stop after fifty steps? (4) There is no need for hundreds of steps, that is, five steps count as six steps. (3) Need mulberry, seven clothes, silk, health care and death. (9) However, neither the king nor the king is innocent. (9) The emphasis of teaching is highlighted here, which is conducive to students' initial memory on the basis of understanding the main idea of the article.

Third, text analysis.

(A), through a series of coaching questions, let students clear their minds, you can set the following questions:

1. What questions did Liang raise in the 1 section?

(Obviously: "I am loyal to my country", but "there are not many people, so why not?" )

He thinks that he has done his best for national affairs. What specific measures does he have?

(Qing: immigrants move millet)

3. In section 2-4, how does Mencius explain that Liang's immigration measures are not essentially different from "neighboring politics"?

(Mingming: Mencius didn't directly answer the question "People are in dire straits", but used the metaphor of "war" that Liang was familiar with-set a trap to induce the other party to unconsciously say "No, it's not a hundred steps down, but also a walk up." )

4. What does Mencius think can be done to "start with the monarch"? What other measures should be taken to achieve the goal of "kingliness"?

(Clear: "If you don't go against the farming season, the valley can't seize the grain." You can't eat it if it doesn't count. Axe gold gets into the mountain in time, and mywood can't be used. Valley and fish turtles can't eat, and wood can't be used)

(Qing: "five acres of houses, trees are mulberry, and fifty can be clothed. Chickens, dolphins and dogs are all domestic animals, so there is no time to waste. Seventy people can eat meat. One hundred acres of land, if you don't hurry, how many people in a family can be hungry. I would like to teach you the order of the library, and apply it with filial piety. The winner can't bear to wear it on the road. )

The purpose of this small step is to let students further clarify their thinking and master the general content of the text by answering these questions.

(2) What is the metaphorical meaning of "pot calling the kettle black"? What are the characteristics of Mencius' metaphor?

Hugging: Liang thinks that he is more loyal to his country than monarchs of other countries, and his policies are better than those of neighboring countries, so the people of neighboring countries will automatically turn to him. However, the number of neighboring countries is not small, and their own nationals have not increased. Because his purpose is to increase the number of soldiers, the people see through his kindness, ambition and belligerence. How can they "die"? Mencius used the metaphor of chicken out, "Stop after a hundred steps, or stop after fifty steps. What if the pot is too black? " He humorously explained that Wei's policies are almost the same as those of neighboring countries, and they are of a tyrannical nature. There is no need to hope for more people than neighboring countries. The appropriateness of ontology and vehicle makes Mencius' metaphor full of logical power.

(Clear: Mencius' prose makes good use of many metaphors and fables. With its rich experience and knowledge, things that people are used to, images and sharp and concise language, people feel intuitively and take advantage of the situation in many ways. On the contrary, they complement each other, turn abstract images into concrete concepts, thus vividly, interestingly and forcefully stating things, debating right and wrong, inspiring people and being logical. )

Fourth, the summary of the text.

It is suggested to master the notional words and function words in classical Chinese:

Unfortunately, time is better than an axe. Unfortunately, trees, clothes and animals are unwilling to teach Shen Xiao to be upright and reward the king.

(1) on

I did it for this country, too.

Move its people to Hedong to

There are more desperate people than neighboring countries.

Don't wear the white ones on the road.

What's the difference between stabbing and killing, stalking, and

(2) Passing false words

(1) Don't want to be more than our neighbors, and there won't be "no".

There is no time to waste, no "no", no.

(3) Those who get white stripes don't go on the road and get the same "spots" as white stripes.

4 painted hunger, I don't know how to send it away, and painted "road" and road.

Verb (abbreviation for verb) assigns homework.

Read the text carefully. Do exercise three after class.