1, knowledge target
(1) Understand the idea of "benevolent government" advocated by Mencius;
(2) Master the knowledge of ancient Chinese involved in this article.
2. Ability objectives
(1) Recite the text on the basis of familiar reading;
(2) Understand the meaning of the text and understand the writing characteristics of Mencius.
3. Emotional goals
(1) Understand the excellent connotation of China traditional culture from Mencius' words and deeds;
(2) Understand the modern significance of Mencius' thought.
Second, the teaching content
1, understand Mencius' thought of "benevolent government";
2. Understand the general idea of the article and clear up the writing ideas;
3. Induction of key words and grammar knowledge;
4. Understand the ideological and logical nature of Mencius' argument and feel the language charm of the article.
Third, teaching focuses on difficulties.
1, more and more in-depth, analyze Mencius' philosophical thinking on the gains and losses of governing the country, and understand Mencius' thoughts with modern eyes;
2. Understand the ideological and logical nature of Mencius' argument and feel the language charm of the article.
Fourth, teaching methods.
1, reading teaching method. Require correctness, fluency and affection.
2. Guidance method. Teachers should guide students to introduce background information, cultural knowledge and metaphorical reasoning.
3. Discussion method. It should be carried out simultaneously with reading aloud, fully reflecting the students' dominant position.
Verb (abbreviation of verb) Course arrangement: 3 hours.
[teaching points]
Briefly introduce Mencius and Mencius' thought of benevolent government, grasp the general idea of the whole text, and make clear the level of the article.
(a), import text
Students, in junior high school, we learned Mencius' article "When you get more help, when you lose it, you lose it." Among them, "the weather is not as good as the geographical position, and the geographical position is not as good as people's harmony" and "if you get more help, you will lose it." These famous aphorisms, widely quoted in later generations, still have great vitality today. "Get more help from the Tao" and "Get less help from the Tao" have become idioms that have been used to this day. This fully shows that Mencius' thought of benevolent governance not only had a great influence at that time, but also had a great influence on later generations. Today, we are going to study another article by Mencius, which shows his benevolent policy thought, "I serve my country."
(2) Introduction of Mencius' life and thoughts.
1. After class, students learn Mencius by combining notes ① and the introduction about Mencius. 2. Teachers should add:
Mencius is the most famous Confucian master after Confucius. The core of his theory is to talk about "benevolence" and "benevolent politics", that is, to implement the so-called "king". Its theoretical basis is people-oriented thought, which attaches importance to people's right to exist. Therefore, Mencius hated the feudal princes for being heartless and brutally plundering the people. "I am for the country" satirizes King Hui Liang, who pretends to be a saint, and angrily points out that some feudal princes claim to be "parents for the people", but in fact they "lead animals to eat people", which is the bane of the people.
Mencius is good at using metaphors and fables to explain the truth, and his argumentation skills are very clever, which is clearly reflected in this paper. Use various methods to lure the enemy into submission, use broad and sharp words, sometimes sharp, like to use parallelism to fight, and use a pen to be aggressive. Next, let us deeply understand Mencius' thought of "benevolent government" and its unique style of writing from the article "I am a country".
(C), familiar with the text
1, the teacher reads extensively, and the students pay attention to pronunciation. 2. Students read the full text together.
3. Teachers will correct and emphasize easy-to-read pronunciation mistakes.
(D) dredge the meaning of the text
1, students take turns to read aloud before translating, one sentence each.
2. Under the guidance of the teacher, emphasize the key and difficult points of words and grammar according to the text notes.
Translation:
Liang said: "I am very dedicated to governing the country!" " When there is a famine in the south of the Yellow River, the victims there will be moved to the east of the Yellow River, and the food in the east will be transported to Henan. I did the same thing when there was a famine in Hedong. Watching neighboring monarchs preside over political affairs. No one tries as hard as I do. But the number of people in neighboring countries has not decreased, and my number has not increased. What is the reason? "
Mencius replied, "Your Majesty, you like fighting. I use fighting as an analogy. The drums were ringing and the fighting was fierce. The defeated soldiers threw down their helmets and fled with their weapons. Some ran hundreds of steps before stopping, while others stopped after running fifty steps. Do you think it's okay for people who run 50 steps to laugh at people who run 100 steps? "
Liang said, "No way. He just didn't escape a hundred paces away, but he also fled! "
Mencius said: "Your Majesty, since you know this truth, you don't have to expect the people in your country to increase compared with those in neighboring countries.
As long as it doesn't go against the farming season, the food won't be finished; If dense fish don't enter the pond, fish and turtles can't finish eating aquatic products; When trees are cut down regularly, wood will be inexhaustible. Food and fish are inexhaustible, and wood is inexhaustible, so that people can keep in good health and bury the dead without feeling dissatisfied. Ordinary people have no regrets when they die in health, which is the beginning of kingliness. "
Mulberry trees are planted beside five acres of residential fields, and people of fifty can wear silk; Chickens, ducks, pigs and dogs are kept in season, and people over 70 can often eat meat. One hundred mu of land planted by one family will not be cultivated in the farming season, and there will be no famine in a family of several. Pay attention to the education of rural schools, emphasize the principle of filial piety to the elders, and let the gray-haired old people no longer appear on the road with their heads on their shoulders. People over 70 can wear silk to eat fish, and ordinary people are not short of clothes and food. No one will ever do this without becoming the king of the world. "
"Now pigs and dogs eat people, and I don't know how to stop it. People who starve to death appear on the road and don't know how to help the hungry. When people die, they say,' It doesn't matter to me, it's because the years are bad'. What's the difference between killing people and saying,' It's nothing to do with me, it's a weapon'? Your majesty, if you can't blame the famine year, then people all over the world will flock to you. "
Grammar knowledge
1, interchangeable words
2 Flexible use of parts of speech
3 Different meanings of ancient and modern times
Word 4 is a polysemous word.
Five special sentence patterns
(5) Clear the train of thought of the article
1. Point out three key sentences connecting the levels of the full text.
There are not many people, so why not?
There is no hope that there will be more people than our neighbors.
What are the people of the world?
2. Guide students to divide the level of the article.
The first part: (1) Liang put forward the problem of "people living in poverty"
The second part: (234) Mencius analyzed the reason of "the people are in poverty"
The third part: (567) expounds the concrete content of Mencius' "benevolent government"-the fundamental measures to increase the number of people.
Teachers and students analyze the content of the text, summarize the key grammar knowledge of this paper, and experience the language charm of Mencius' articles.
(A) the analysis of teachers and students * * * with the text
1, analyze the first part (1) Select a student to read the paragraph 1 (2) Ask and answer questions between teachers and students.
Q: Liang said, "I also gave my life for my country." Liang felt that he had done his best for national affairs. What is his specific practice?
Qing dynasty: if Hanoi is fierce, move its people to Hedong and its millet to Hanoi; Hedong is also fierce.
Q: How does Liang feel compared with neighboring countries?
Clear: the people in neighboring countries are not too few, and the people in our country are not too many.
Q: What kind of confusion does Liang face?
Clear: loyal to the country, but not many people.
2. The second part analysis
(1) Choose a student to read paragraphs 2, 3 and 4 aloud.
(2) Questions and answers between teachers and students
Q: What did Mencius think of Liang's problem?
Ming: He made full use of Liang's psychology of fighting for power and profit and promoted the idea of "benevolent government".
Q: How does Mencius explain that there is no essential difference between Liang's immigration measures and "neighboring politics"?
Clear: Mencius did not directly answer the question of "people are in dire straits", but used the metaphor of "war" that Liang was familiar with to inspire each other.
Question: How to understand the figurative meaning of "pot calling the kettle black"? Students think and discuss. Ask a student to answer.
The teacher made it very clear: Mencius induced the other person to say unconsciously through metaphor-set a trap: "No, it's not a hundred steps straight, it's also a walk." This just walked into a trap, so Mencius said that "if Wang knew this, there would be no hope for neighboring countries with many people" and answered the reason why the people did not increase. In essence, there is no difference between Liang immigrants and the rulers of neighboring countries who lack the dedication to governing the country, but there are differences in form or quantity, which leads to the conclusion that if you want to increase the number of people, you must have different opinions.
3. The third part analysis
(1) Ask a student to read paragraphs 5, 6 and 7 (2) and ask and answer questions from teachers and students.
How can we increase the number of people? Mencius naturally led to his own proposition of "benevolent governance". So, what is the specific content of Mencius' thought of "benevolent government"? Include several aspects.
Students read the text and think.
Clear: two aspects: one is the truth of "the beginning of kingly way" and the other is the truth of "the achievement of kingly way". Q: How can we achieve "the beginning of kingliness"? Ask the students to find three sets of parallelism sentences to answer.
It is very clear: "If you don't go against the farming season, the grain can't be seized." If you don't count, neither fish nor turtle can be eaten. Axe, pound into the mountain in time, wood, firewood can't be used. "
Q: What are the effects of these measures on the rational development of production?
Obviously, it is "the grain fish and turtles can't beat the food, and the mumu can't beat it, which makes people lose their lives and have no regrets." Q: What other measures are needed to achieve the goal of "kingliness"? Ask the students to find out the parallelism sentences and answer them.
Qing: Mencius used four sets of parallelism sentences: "A house of five acres can be covered with mulberry and fifty people can be covered with silk." Chickens, dolphins and dogs are all domestic animals, so there is no time to waste. Seventy people can eat meat. A hundred acres of land, if you don't hurry, a few people in a family can be hungry; I am willing to teach you order and apply it in the sense of filial piety. I can't bear to wear it on the road. "
The first three groups of parallelism are Mencius' thought of raising the people, while the latter group is the thought of teaching the people. These four groups of parallelism sentences show Liang's bright future. It is logical to draw the conclusion that "there is no king", that is, "the success of the king"
(2) Let students summarize Mencius' thought of "benevolent government".
Generally speaking, there are two points: one is to protect the people so that they have no food and clothing; The second is to teach and educate people with Confucianism.
(3) Teachers guide students to learn this article and summarize its writing characteristics.
1. Clever metaphor, twists and turns.
When talking about a problem, first hide the main idea, and gradually lead to this topic from people on the side, the opposite side and the periphery. If the original intention is to talk about benevolent government, but first use war as a metaphor, from the opposite side, so that Liang unconsciously followed him. In this way, the article is like a winding path; The literary trend is ups and downs, not stagnant.
2. The logic is rigorous and in-depth.
On the surface, the article is rambling, but in fact, the logic is clear, the paragraphs are clear and the levels are orderly. If you ask questions first and then analyze the reasons, the following measures, starting from the king, implementing the king, and implementing benevolent government, are all in-depth and interlocking.
3. The writing is rich and vivid, full of rationality.
Make good use of appropriate metaphors, powerful arrangements, exquisite words and sentences. Odd sentences and even sentences, monosyllabic sentences and compound sentence are used alternately, with flexible and confident brushwork and sharp and aggressive conversation. This article is full of eloquence.
(4), class summary
Mencius' political remarks thousands of years ago still apply to us today, and his face is radiant. No wonder for thousands of years, Mengdu has been worshipped by everyone, and we still respect it as "Ya Sheng". Let us reread the text with feelings for Mencius and deeply understand its ideological connotation.
(5) Transfer
Thinking: What enlightenment does Mencius' remarks about governing the country have on the development of our modern society? What are the similarities and differences with the "sustainable development view" advocated by our society today?
Teaching reflection:
Student feedback: