Classical Chinese Reading Teaching Design Chapter 1

1. The "One Body and Four Sides" of Classical Chinese

What we usually call "ancient Chinese" refers to ancient written works , including "classical Chinese" and ancient vernacular. Classical Chinese is an article written in the ancient written language of "Classical Chinese", including works from the Pre-Qin period, as well as works written by later generations of literati who imitated the written language of the Pre-Qin.

Classical Chinese is the carrier of traditional Chinese culture. In classical Chinese, "classical Chinese", "articles", "literature" and "culture" are integrated and complement each other.

(1) The characteristics of classical Chinese are first reflected in "classical Chinese"

Classical Chinese is an ancient Chinese written language based on pre-Qin Chinese. The differences between classical Chinese and modern Chinese are mainly reflected in vocabulary and grammar. Classical Chinese has a fairly strict vocabulary and grammar system. The characteristics of classical Chinese and classical Chinese are first reflected in "classical Chinese". Therefore, when we study classical Chinese, the premise is to learn classical Chinese.

(2) Classical Chinese is the unity of "articles" and "literature"

The classical Chinese texts in middle school Chinese textbooks are all classics that have been passed down for a long time. They are not only practical articles that apply to the world, but also excellent prose works in Chinese literature. As far as these classical Chinese texts are concerned, "article" and "literature" are unified.

"Article" refers to its function. Some had clear practical functions at the time, such as "Chen Qing Biao", "Chen Qing Biao", "Reply to Sima's Admonitions", etc.; some were written to convey teachings, such as "Encouraging Learning", "Shi Shuo", and "Bing Mei Guan Ji" etc.; some express aspirations, such as "Preface to the Lanting Collection", "Xiangjixuan Zhi", etc. The works written by Yan Zhi and Zai Dao include travel prose, lyrical sketches, and main themes. The essence of studying classical Chinese is to understand the aspirations and principles they express.

"Literature" refers to its form of expression. Poetry and prose are authentic Chinese classical literature. The literariness of classical prose works is mainly reflected in the refinement of language and the elaboration of composition. The two key points of studying classical Chinese are to study the composition of the text and to understand the art of refining words and sentences. The purpose is to "improve one's appreciation and aesthetic taste."

The study of the composition of classical Chinese and the refinement of words The sentence is often the key point and the essence of the author's statement, "the unity of literature and Taoism".

(3) "Culture" is reflected in many aspects in classical Chinese.

Classical Chinese embodies traditional Chinese culture in many aspects. The following will be discussed from four aspects:

< p> 1. Classical Chinese. It itself is the embodiment of Chinese traditional culture. The language of the nation is the national spirit, and the national spirit is the national language. The degree of identity between the two exceeds any imagination of people.

2. Classical Chinese and the traditional way of thinking embodied in classical Chinese. For example, "Encouragement to Learning" relies on metaphors for argumentation, and "Teacher's Theory" relies on analogies for argumentation, both of which reflect the national way of thinking that is more perceptual. "Language is not only a tool for thinking, it also affects and restricts thinking."

3. Classical Chinese records specific cultural contents such as regulations, astronomy, geography, and folk customs. This is an obvious culture, and it is not an important aspect for middle school students to study classical Chinese.

4. Classical Chinese conveys the feelings and thoughts of the benevolent and wise men of ancient China, that is, the aspirations and principles they express. This is a direct reflection of Chinese traditional culture and an important aspect of classical Chinese learning for middle school students. As Zhu Ziqing said: "Classical training should be a necessary item in education above secondary level. The value of classical training is not practical, but cultural." The ultimate goal of learning classical Chinese is the inheritance and reflection of culture.

2. Essentials of classical Chinese teaching

(1) Focus on the study of composition and the refinement of words and sentences in classical Chinese

Classical Chinese "Classical Chinese", "Articles" "The integration of "literature" and "culture" guides the focus of classical Chinese reading teaching.

In the above discussion, we have reached the following conclusions:

1. The characteristics of classical Chinese are first reflected in "classical Chinese"

2. Learning The essence of classical Chinese texts is to understand their aspirations and principles.

3. Learning classical Chinese, studying the organization of articles, and experiencing the art of refining words and sentences are the two key points. The careful study of the composition and the refinement of words and sentences are often the key points and essence of the author's ambition.

4. The ultimate goal of learning classical Chinese is cultural inheritance and reflection. The main aspect of culture is the feelings and thoughts of ancient Chinese benevolent sages conveyed in classical Chinese, that is, the aspirations and principles expressed.

These conclusions lead us to "the careful study of the composition, the refinement of words and sentences" and "the way expressed by the ambition", as well as the relationship between the two.

The key points of reading classical Chinese texts are “the stated aspirations and the stated principles” which are concentrated in “the careful study of composition and the refinement of words and sentences”. The focus of classical Chinese reading teaching is to guide and help students to concretely grasp the author's "statement and intention" through "the study of composition and the refinement of words and sentences". And these must be implemented to understand and feel the classical Chinese "the details of the composition, the refinement of words and sentences".

The main task of classical Chinese reading teaching design is to find such key points in the teaching interpretation of the text, and to obtain the starting point of the outline in the teaching design.

(2) Handle words and sentences in classical Chinese according to principles

The principles for handling words and sentences in classical Chinese are as follows:

1. Let them go. The words and sentences in classical Chinese do not need special treatment. There are two situations: first, the ancient and modern are consistent, or the ancient and modern word meanings directly correspond. Second, the textbooks have simple explanations for difficult words and sentences that are rare.

2. Prominence. Classical Chinese reading teaching should highlight the "commonly used words" that are "similar but different" in ancient and modern times.

3. Go deep. It is far from enough to simply know some words and sentences in classical Chinese. There are two situations: first, the careful study of composition and the refinement of words and sentences that focus on the author's feelings and thoughts. Second, students are required to mobilize words and sentences from their life experiences and concrete feelings.

4. Separation. Commonly used words in classical Chinese listed in the Chinese curriculum standards, as well as some syntax, are required of students to master in the sense of "ancient Chinese" and appear more frequently in classical Chinese reading tests.

(3) Pay attention to the application value of classical Chinese knowledge

The teaching of classical Chinese reading certainly requires the knowledge of classical Chinese. Appropriate introduction of some classical Chinese knowledge will help students understand the text and gain the ability to draw inferences from one example to other cases. The purpose of explaining knowledge is to better understand and feel the text. We must avoid the tendency to "speak knowledge" for the sake of "speaking knowledge".

(4) Use the "translation" method at the right time and in the right place

Translating classical Chinese sentences into modern Chinese is a common method in classical Chinese teaching. Used at the right time and in the right place, it can help students deepen their understanding of the text. At the right time and in the right place, we need to grasp the following key points:

1. Translating classical Chinese sentences into modern Chinese is a means of learning classical Chinese. Translation itself is not the purpose. The purpose is to deepen the understanding of classical Chinese and classical Chinese through translation. .

2. In most cases, it is enough to analyze the important words, and it is not necessary to translate the entire sentence.

3. The places that need to be translated are often sentences with special syntax in classical Chinese.

4. For sentences that require "in-depth" processing, translation is at best the starting point of teaching, and translation is often not needed (and cannot be translated). Sometimes, translation can be harmful.

(5) Emphasis on “reading” for fun

In classical Chinese teaching, “reading” and “reciting” are two distinct learning activities.

Recitation is a learning method that uses the heart, eyes, mouth, and ears simultaneously. It allows readers to realize the comprehension and understanding of the text while perceiving the form of speech sounds. The essence of "reciting" is to "get other tastes" (Zhu Xi said). "Reciting" focuses on "taste" and "play". "It must be a deep and ironic chant of "Chewing the Taste"

< p> "Reciting" includes "reciting", but being able to recite it does not mean "reciting"; "reciting" does not necessarily extend to "dictating". "Recitation" is related to memorization and dictation, but it is not exactly the same thing. It has a dull taste, only the sound and the shape of the characters are obtained, which is not the true meaning of "recitation". Classical Chinese Reading Teaching Design Chapter 2

< p> Brief analysis of teaching content:

This class selects seven classical Chinese essays, which are short in length and easy to understand. One of them is in class ("Yang's Son"), and six are extracurricular. It tells the clever stories of seven children, namely Yang's son, Cao Chong, Sima Guang, Wang Rong, Xie Daoyun, Chen Yuanfang and Kong Rong.

Sixth-grade students have already acquired certain reading and comprehension abilities, and have initially mastered the reading methods of classical Chinese using annotations, reference books, and contextual understanding of words and sentences. In the teaching of this class, we use one article to lead multiple articles, and in-class and out-of-class methods, so that students can sort out the common characteristics of several intelligent children in classical Chinese through comparative reading: careful observation, diligent use of brains, and thinking Agile and clever with words. In this way, you can gain enlightenment and strive to be a "smart child" in your study and life.

Teaching objectives:

1. Initially experience the language of classical Chinese and understand our country’s long language and culture.

2. Cultivate interest in learning classical Chinese and stimulate love for the motherland’s language.

3. Use annotations and context to understand words and sentences, understand the main idea of ??the text, read it well and recite it, accumulate language, and pave the way for learning classical Chinese in junior high schools.

4. Through comparative reading, we can sort out the common characteristics of several intellectual children in classical Chinese: quick thinking, careful observation, and diligent use of the brain, so as to gain enlightenment and try to do the same in life. A "wise boy".

Important and difficult points in teaching:

1. Use annotations and context to understand words and sentences, understand the main idea of ??the text, read it well and recite it, accumulate language, and pave the way for learning classical Chinese in junior high schools.

2. Through comparative reading, we can sort out the common characteristics of several intellectual children in classical Chinese: careful observation, diligent use of the brain, quick thinking, and clever speech. In this way, you can gain enlightenment and strive to be a "smart child" in your study and life.

Teaching preparation:

1. PPT courseware

2. "The Yang Family's Son", "Cao Chong Weighs the Elephant", "Sima Guang Smashes the Jar" and "Wang Rongshi" Li", "Xie Daoyun Yongxue", "Chen Taiqiu and Youqi" and "Kong Rong's Wonderful Couples" are seven classical Chinese essays.

Class schedule: One class period

Teaching process:

1. Conversation before class to stimulate interest

Students, let me say something Let’s see who can tell what it means: “Knowing is knowing, not knowing is not knowing.” What is the difference between what I just said and what we usually say? We have learned and used language like this in the past. Who can tell you something? (Don’t do to others what you don’t want others to do to you. If you don’t have long-term concerns, you will have immediate worries. Review the past and learn the new...) We call language like this classical Chinese, and articles composed of this language are called classical Chinese. (Blackboard writing: Classical Chinese)

(Design intention: In the first three minutes of class, starting from the ancient famous sayings accumulated by the students, guide students to communicate the meaning of familiar sentences such as "knowing is knowing, not knowing is not knowing", etc. Inadvertently approaching the study of this class made them feel that classical Chinese was not far away and unfamiliar, and they had expectations for reading, and happily started the learning journey of this class)

2. Review and communicate, and introduce new things. Lesson

1. In the fifth grade, we once studied a classical Chinese article, which talked about a very smart child who was quick to respond and articulate. Who was this child?

(Course material: "Yang's Son")

2. Read together and communicate:

The "extreme intelligence and benefit" of Yang's son is specifically reflected in the following: where? What was so wonderful about his answer?

Children, how do you understand classical Chinese? (Camera blackboard learning method)

We can call such "extremely intelligent" children "intelligent children". (Writing on the blackboard), in ancient my country, there were many such "intelligent children". Today, let us go into classical Chinese and get to know a few more such children.

(Design intention: Use the learned texts to introduce new lessons, review the learning methods of classical Chinese, with the principle of giving children a happy start, the purpose of stimulating students' interest in reading classical Chinese, and reducing the difficulty of students' learning , strive to create a happy and simple learning atmosphere)

3. Layered advancement, reading experience

(1) Guided reading of "Cao Chong Weighs the Elephant" and "Sima Guang Smashes the Vat" < /p>

1. Reading guidance.

Read it once and read it correctly. (Try to read it, pay attention to the correct pronunciation of the words, and read the sentences thoroughly.)

Read the second time to understand the meaning of the text. (Free reading, using classical Chinese learning methods to understand the text content.)

Read the third time to gain wisdom.

(Find the sentence in the article that best expresses the child's wisdom, and think about what inspiration it gives you.)

Read it four times and appreciate the charm. (Chant and read, and read out the charm.)

2. The group will communicate after reading, and the teacher will provide guidance.

3. Summarize reading methods and provide guidance on filling in the reading form.

(Design intention: Use familiar stories to "help" students initially master the reading methods of classical Chinese in reading, so that students can follow the rules in the subsequent reading process. The real purpose of teaching is to not The purpose of teaching.)

(2) Independent reading of "Wang Rong Knows Li", "Xie Daoyun Yongxue", "Chen Taiqiu and Youqi", and "Kong Rong's Wonderful Couples"

< p>　1. Let students read the following four articles independently and fill in the reading form.

2. Students report and exchange reading status, and the teacher takes the opportunity to write on the blackboard.

(Design intention: Give enough time for reading, "let" students learn to read, learn to think, and learn to communicate through independent reading. Use one article to lead multiple articles, and use the model of in-class and extra-curricular, starting from the shallower Going deeper and advancing step by step can greatly improve the achievement of teaching goals)

4. Sort out, compare, summarize and improve

1. Let’s compare the seven things we learned today. What are the similarities and differences between them?

①What are the similarities between them? (They are all classical Chinese articles, short in length and concise in language; the protagonists in the articles are all children; both reflect the protagonist's "wisdom" through one thing; the protagonist's wisdom is inseparable from acquired hard work...)

②What are their differences? (The sources of the articles are different; the protagonist's "wisdom" is expressed from different angles: some through language, some through actions... The protagonist's "wisdom" is expressed in different ways: some are quick in thinking and clever in speech, and some are good at speaking. Observations and methods are unique, some are quick to make quick wits and rescue partners, some observe carefully and reason correctly, some are talented and make wonderful metaphors, some are trustworthy and polite, smart and witty...)

2. Choice Read your favorite article and recite it.

(Design intention: Only through comparison can identification be achieved. Comparison is an important method in teaching group reading. After students have read these seven classical Chinese articles, students will be guided to think comparatively: What are the similarities between these seven articles? What are the similarities and differences between them? Students can quickly discover their similarities and differences in comparative reading, which is more advantageous than single reading teaching)

5. Class summary, expansion and extension

Classmates, we read seven classical Chinese essays in this class and gained a lot. We feel that classical Chinese essays are very interesting. In our spare time, we can find some more articles like this to read, such as "Chinese Classics Reading Library", etc., and continue to feel the charm of classical Chinese. Classical Chinese Reading Teaching Design Part 3

1. Methods of learning classical Chinese:

1. Use annotations

2. Contact the context

2. Various wisdoms in life:

Logical reasoning 2. Convince people with reason

3. Group reading materials:

(1) Plum tree by the road< /p>

When Wang Rong was seven years old, he tried to play with other children. I saw many plum trees on the roadside with broken branches. The children raced to get them, but Rong couldn't move. When someone asked about it, he replied: "The tree beside the road has many seeds, so the plum trees will suffer." I believe it.

Translation: When Wang Rong was seven years old, he used to play with the children. I saw a plum tree on the roadside that had a lot of plums, and the branches were broken. The children all rushed to pick the plums, but Wang Rong did not go to pick the plums. Someone asked him why he didn't pick plums. Wang Rong replied: "This tree grows on the roadside and there are so many plums. These must be bitter plums." Pick it and taste it. It is indeed the case.

Notes:

(1) Wang Rong: courtesy name Jun (j ùn) Chong, a native of the Western Jin Dynasty, one of the Seven Sages of the Bamboo Grove.

⑵Taste: once.

⑶ Zhu: many.

⑷游: Play.

(5) Broken branches: Press and break branches.

(6) Competition: competing.

(7) Walk: run.

⑻Xinran: That’s true.

(2) Chen Taiqiu and his friends went on a trip.

Chen Taiqiu and his friends went on a trip.

In the middle of the period, it will not come in the middle. If Taiqiu is abandoned, it will be even after it is gone.

Yuan Fang was seven years old and was playing outside. The guest asked Yuan Fang, "Is your Majesty here?" He replied, "I haven't seen you for a long time, and you have gone." The friend was angry and said, "You are not a human being! I went as expected and left by agreement." Yuan Fang said: "You and your family are expected to meet at noon. If you don't arrive at noon, you have no faith. To scold your son and your father is rude." The friend was ashamed and got out of the car to lead him. Yuan Fang didn't care about it.

Translation: Chen Taiqiu and his friends met for a trip, and they agreed at noon. Before noon, Chen Taiciu left without waiting. Friends arrived after I left. Yuan Fang was seven years old at the time and was playing outside. A friend asked Yuan Fang: "Is your father here?" (Yuan Fang) replied: "I have been waiting for you for a long time but you haven't arrived yet. Now you have left." The friend said angrily: "You are really not a gentleman!" "You made an appointment with my father at noon, but you left the others alone. If you didn't show up, it's a sign of dishonesty. It's rude to scold the child's father." "My friend felt ashamed and got out of the car to pull Yuan Fang away. Yuan Fang walked into the door without looking back.

Taiqiu, the name of the county.

⑵ Period trip: Make an appointment to go together. Period, agreement. Mid-term: The agreed time is noon. Midday, noon.

⑶Midday: The agreed time is noon. Midday, noon.

⑷Leave: leave without waiting any longer. Give up, give up. Go and leave.

⑸ Even: (friend) just arrived. Nai, talent.

⑹Yuanfang: That is Chen Ji, named Yuanfang, the eldest son of Chen Shi.

⑺Play: play.

⑻Are you here? (No) (f ǒu): Is your father here? Zunjun is a respectful title for someone else's father. No, it is connected with "no", which is the modal particle at the end of the sentence. table inquiry.

⑼Inhuman: Not human. Zai: modal particle, expressing exclamation.

⑽Leave by agreement: Leave me alone and leave.

〔Note that ""Go" must be translated as leaving, not as leaving.〕Commit, leave, abandon. Go, leave. Phase: The action refers to one side, here it refers to "I ".

⑾Jiajun: A humble word, calling one's father to others.

⑿Yin: La, there is a friendly meaning here.

⒀Gu: Looking back.

(3) Cao Chong weighed the elephant

When Cao Chong was five or six years old, he was as wise as an adult. At that time, Sun Quan tasted a giant elephant and Taizu wanted to know its weight. Zhong, who visited the group, couldn't figure out the reason. Chong said: "Put the image on the boat, and mark the water marks on it, and weigh the things to carry them. Then you can know. When Cao Chong is five or six years old, his level of knowledge and judgment can be compared to that of adults. At that time, Sun Quan sent a huge elephant. Cao Cao wanted to know the weight of the elephant and asked his subordinates about it, but none of the ministers could come up with a way to weigh the elephant.

Cao Chong. Said: "Put the elephant on the big ship, mark the place where the water has submerged the traces of the ship, weigh the real thing and put it on the ship, then you can know the result by comparison." "Cao Cao was very happy after hearing this and immediately implemented this method.

Notes:

(1) Sheng: grow up.

(2) Wisdom: Wisdom.

(3) Meaning: consciousness.

(4) If: compare.

< p>　(6) To: Send

　(7) Desire: Want

　(8) Visit: Ask

　(9) Group subordinates: subordinates. Ministers.

(10) Xian: Du

(11) Reason: method, principle.

(12) Placement

(13) Object: real thing.

(14) Tong "comparison", comparison.

(15) Taizu: Cao Cao, the father of Cao Chong. /p>

(16) Yue: happy, happy.

(17) Shi Xingyan: I did it this way.

(4) Yang’s son

Yang’s son in Liang is nine years old and very smart and helpful. Kong Junping visited his father, but when his father was not there, he called his son out. To set the fruit, the fruit has bayberry. The hole pointed to his son and said: "This is the fruit of your family." The son replied: "I have never heard that the peacock is the master's poultry."

Translation: In the Liang Kingdom, there was a family named Yang. I have a nine-year-old son who is very smart. One day, Kong Junping came to visit his father, but his father was not at home, so Kong Junping called the child out. The child brought a fruit to Kong Junping, and there were bayberries among the fruits. Kong Junping pointed to the myrica rubras with the smiles on his face and said: “This is your home fruit.” The child immediately replied: “I have never heard that the peacock is your home bird, sir.”

Notes:

⑴surname: surname, indicating the family name.

⑵ Very: Very, very.

⑶Hui: Hui is the same as "Hui", which means wisdom.

⑷Kong Junping: Kong Tan, courtesy name Junping, was an official to Tingwei. Known as "Kong Tingwei".

⑸诣: visit, meet.

⑹ is: Just, so. Wen: heard.

⑺Design: place, display.

⑻ Instructions: Show it.

(9) Wei: None

(10) Master: an old honorific title for scholars or teachers.

(12) Bird: bird.

IV. Group cooperation requirements (time 8-10 minutes)

Under the designation of the group leader, members will speak and communicate in turn, and all members will participate.

Discuss and sort out different opinions within the group.

Draw the final conclusion and improve the reading record card

The reading record card contains the corresponding explanations of the original sentences that reflect the protagonist’s wisdom and the methods used to concisely summarize the protagonist’s wisdom ***Similar points on the roadside Li Shu language form:

Article content:

Writing technique: Chen Taiqiu and his friend Qi Xing Cao Chong called Xiang the son of Yang’s summary point

1. Summary of methods for clearing up the meaning of classical Chinese:

2. Summary of wisdom methods in life:

5. Expansion training (reading time 5 minutes)

1. Use a variety of classical Chinese learning methods to clear the oral translation of text and meaning.

2. Use your brain and use your wisdom. Classical Chinese Reading Teaching Design Part 4

Teaching purpose:

To enable students to learn how to classify and review classical Chinese texts.

Teaching steps:

1. Introduction:

Use Bacon’s famous saying to introduce, “Knowledge is power.” “Knowledge about methods is the most precious thing in the world. Knowledge. ”

2. Learning objectives:

1. Clarify the test points of the classical Chinese part of the high school entrance examination;

2. Learn how to classify and review classical Chinese.

3. Clarify some test points of the classical Chinese reading high school entrance examination

1. Preliminarily appreciate the image, language and expression skills of literary works.

2. Comment on the ideological content of literary works and the author’s opinions and attitudes.

IV. Understanding the High School Entrance Examination Questions

The 2005 Guangzhou Experimental Zone High School Entrance Examination Questions:

14. Compare "Gongshu" and "The Debate of Cao GUI": These two passages Both involve war. What inspirations did you get from the endings of the two events in the passage? Please choose one of them and share your opinion.

Reference answer:

Basic requirements: The point of view must come from the ending of the event in the passage, 2 points; the narrative is appropriate, 2 points. Example: Judging from the ending of "Gongshu", when faced with an unjust war by a big country, we must not only expose its injustice morally, but also prepare ourselves in terms of strength, so that their aggressive ambitions cannot succeed. This principle is not only effective in history, but also has reference significance today.

2005 Guangzhou non-experimental area high school entrance examination questions:

14 Compare "Gongshu" and "Cao GUI's Debate": Both passages involve war, in the "Cao GUI's Debate" passage Why did Lu win the final victory? In the passage of "Gongshu", what was the reason that prompted the King of Chu to finally give up his decision to attack the Song Dynasty?

Reference answers:

1) The State of Lu relied on Cao GUI’s calm, decisive (correct) command and finally won the war.

2) The King of Chu knew that Song State was fully prepared to resist and attacking Song State would have no good results, so he gave up the decision to attack Song State.

5. Review method: combine the test points, organize the texts, classify and compare

Review content:

1. War and governance

2. Writing about scenes and expressing feelings

3. Clarifying principles

4. Expressing one’s ambitions

6. Carry out learning activities from comparative points.

Comparison point: character image (identity, language, behavior, characteristics)

Ideological content (A thoughts, opinions; B content: things (causes, processes, results)

p>

1. Character image:

Compare the similarities and differences between the following characters:

"Governing the Country": Zou Ji and Zhuge Liang (hint: from identity, advice Let’s talk about methods, behaviors, etc.)

Same: A identity: they are all ministers; B behavior: they are all proposing to their kings to govern the country;

Different: A identity : Although both of them are ministers, Zhuge Liang has more status than Zou Ji because Zhuge Liang is the father-in-law of the later master Liu Chan. B. In the way of admonishment: Zou Ji used euphemistic admonishment to persuade the King of Qi to adopt his suggestions; Zhuge Liang used the method of direct remonstrance to express his loyalty to his former master Liu Chan.

"War Chapter" and "Government Chapter": Zou Ji and Mozi (Hint: From the identity, method of admonishment and behavior. , characteristics will be discussed later)

Same: A identity: both are ministers of different countries; B behavior: they all successfully persuaded the people they wanted to remonstrate with sufficient reasons; C, they are both patriotic and loyal to the emperor. Scholars. Different: A. The object he faced was different: Zou Ji faced his own king, the king of Qi; Mozi faced the king of another country, the king of Chu, and the ministers of other countries, the public loser. B. The way of admonishment was different: Zou Ji used a small daily incident of comparing himself with Xu Gong as a metaphor, and used tactful persuasion to persuade the King of Qi to accept his advice; Mozi used analogies, metaphors, and demonstrations of strength to force the other party to accept his advice. < /p>

2. Compare the similarities and differences between the two articles in terms of ideological content (ideas, viewpoints; content: the cause, process, and results of the matter)

1) "War Chapter": "Public Transport" " and "Tang Sui" (hint: talk from the content, cause, process and result of the matter)

Same: A is about war; B is the cause: a weak country is affected by a powerful country. Challenge; C Result: They all sent envoys to visit and successfully prevented the other party's attack; D Thought: Neither advocated "unjust" wars between big countries and small countries. Difference: The story of the matter is different: In "Gongshu", in addition to making the opponent unable to explain and morally destroying the opponent's prestige, Mozi also made full preparations in terms of strength. In the "simulated attack and defense" with Gongshu, Mozi "nine-distance attack" "The opportunity of the city changes", preventing the other party's aggressive ambitions from succeeding. In "Tang Sui", Tang Sui not only used the "wrath of the commoner" to fight against the "wrath of the emperor" of the King of Qin, but also used the method of fighting to the death and sacrificing his life for righteousness to defeat the King of Qin. < /p>

Same: both advocate "benevolence" and "peace" and oppose war. Mozi persuaded Gongshu Pan and designed it to induce Gongshu Pan to say, "My righteousness is firm and I will not kill people." This made Gongshu Pan Li Yuqiu. The "righteousness" here means benevolence. "De Dao" talks about "Tao" throughout, where "Tao" refers to "implementing benevolent government".

Difference: In terms of content: the two articles are about the war and proposing ideas for governing the country.

7. Assignment:

Compare the similarities and differences between the two articles from the perspective of character image and ideological content.

(Students from Class A and B can do it from both angles; students from Class C and D can do it from any angle)