"Think Like a Mountain" is an essay written by Aldo Leopold, an American writer and "the father of modern environmental protection", which reveals the hidden truth behind various short-sighted behaviors under human stupidity. The huge natural destruction and existential crisis are thought-provoking.

Teaching objectives:

1. The meaning of wolf howling in the article;

2. Grasp the author's ecological ethics and strengthen students' awareness of ecological protection.

Teaching focus:

Understand the philosophical thinking caused by wolves howling, and improve the awareness of ecological environmental protection.

Teaching difficulties:

The connotation of "thinking like a mountain".

Teaching aid preparation:

Multimedia courseware

Class schedule:

One class period

Teaching process:

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1. Introduction:

Nature is the source of beauty. She is noble and elegant, powerful and gentle; sometimes wild and unruly, sometimes quiet and profound. Facing nature, Yu Dafu and Gao Jianqun listened to the sounds of nature and described the ever-changing beauty of the scenery; Su Shi and Liu Zongyuan felt nature, chanted the changes in scenery, and expressed their own life sentiments; some people reflected on the deterioration of the ecological environment and thought about the importance of material civilization. Today, how should humans get along with nature and how to handle the relationship between humans and nature. This is also worthy of our deep attention.

Please see a set of pictures below. (Multimedia display), what did you see?

Students answered: 1. The grassland where the wind blows the grass and you can see the cattle and sheep; 2. The vast desert; 3. The sandstorm in Beijing.

Teacher: Do you think there is any connection between these pictures?

Student answer: There is a causal relationship between the two and three pictures. Beijing's sandstorms originate from the vast desert.

Teacher: Where are the first and second pictures?

Student: I think these two pictures seem to be in the same place. The former is the scene of the past, and the latter is the scene of the present. Maybe The grassland has become desertified.

Teacher: Yes, you observed very carefully. You may not believe that these two pictures are of the same place, one from the 1980s and the other from now. Why did such a big change happen in just one or two decades?

Students thought and discussed.

Student answers: 1. The attack of the desert 2. Long-term drought and lack of rain 3. Land reclamation for farming leads to soil erosion.

Teacher: The students have considered some reasons, which is very good. There was a period of time in our country where the grasslands were man-made destroyed under the influence of the extreme left. After realizing the seriousness of this problem, our country has done a lot of work to protect grasslands and protect vegetation. However, large areas of grasslands are still becoming desertified every year. The important point is that due to overgrazing by herdsmen, the livestock carrying capacity of the grasslands The amount exceeds its capacity.

Let’s look at the clips from "Kekexili" again. What did you see? [Play several edited scenes from "Kekexili"]

Student answer: Tibetan antelopes one after another. The vibrant Tibetan antelope was shot by poachers. In order to protect them, the heroic police fought tit-for-tat with poachers and even sacrificed their lives.

Teacher: When facing the creatures in nature, there are two completely opposite approaches. Should we put economic interests first, or should we give more consideration to living in harmony with nature? This has triggered thinking. Let's study Aldo Leopold's article "Thinking Like a Mountain" together. Maybe From it we can find the problem and gain some understanding and insights.

2. Text Study

Let us read the full text quietly and quickly. At the same time, think about this question: The article is titled "Thinking Like a Mountain", so what triggers this kind of thinking? That is, the origin and reason that triggers this kind of thinking.

Students read the full text and think while reading.

Student answer: It’s because of people’s hunting of wolves, and because of that “deep, proud howl.”

Teacher: The beginning of the article is a close-up of a wolf howling. Let’s read this paragraph together first.

Teacher: Please understand what kind of emotion this paragraph expresses? Which words do you feel it from?

Student answer: 1. This howl is the sound of a wolf. The strong protest and dissatisfaction of humans killing wolves can be seen in their "untamed" and "confrontational" nature.

2. This expresses the wolves' unyielding to the dangerous environment and calls out their determination to fight, so they are "untamed" and contain "contempt".

3. It is a mourning for the dead companion, so it is "sad".

Teacher: Well said, this howl is not only the wolf's painful wail, but also its horn of resistance.

What kind of connotation is hidden in this howl? Why is this howl said to be "deep" and proud? We must learn to rise from emotion to rationality. After finishing the lesson, everyone will have a deeper understanding of this question. think.

Teacher: So what are the things to pay attention to when facing this wolf howling?

Student: There are "deer, pine trees, coyotes, cattle herders, hunters", and " "Mountain", "I".

Teacher: From the text, it can be seen that "my" understanding of the howl of a wolf has gone through a process of change. So how has it changed? Students search for information from the text, think and discuss.

Health: First, like all living beings, they are hunted and destroyed arbitrarily due to the influence of the social environment.

Teacher: What caused his understanding to change?

Student: Later, when he saw the green light in the eyes of a dying old wolf, the author was inspired and learned something. Awareness, awareness.

Teacher: Let us read the sixth paragraph together and see how the author expresses this perceptual knowledge and momentary touch.

[Student Reading]

Students: 1. The author writes about his own feelings through his personal experience of hunting wolves.

2. The author incorporates emotional elements into the narrative.

Teacher: Some students felt the author’s feeling. What words and sentences did you capture it from?

Student: 1. Write about the wolf “wagging its tail jubilantly” and “playing”. , which contrasts with the uncomfortable green light of the wolf when it is dying, and reflects the coldness of humans.

2. "A little wolf is dragging a leg" makes people feel pity.

3. The "indifferent" rock is rather an accusation of people's indifference.

Teacher: After the author had perceptual knowledge, how did he rise to rational knowledge?

Student: The mountains lost their wolves, and the deer died due to excessive numbers.

Teacher: After being touched, the author got further verification from the destruction and degradation of grassland and alpine vegetation:

At this time, the author realized that he needed to protect the environment and protect wolves. The author's understanding has evolved from wanton hunting and destruction to awareness of protecting the environment. It should be said that he has made great progress and has eased the tense and contradictory relationship between man and nature to a certain extent. However, the imprint of human beings seems to have Still heavy. Protecting the environment here ultimately serves humankind. Human beings are still in a superior position, above all things in nature. So is the author's final understanding limited to this?

[Projection: Relevant content of the "Shaxiang Almanac" published in 1949. ]

Teacher: Aldo Leopold had a deep interest in nature since he was a child. When he was nearly 50 years old, he bought a village on the banks of the Wisconsin River in the United States that had been completely exploited by humans. The abandoned farm named Shaxiang began a 13-year exploration of restoring ecological balance in Shaxiang until his death. He crystallized his observations and thoughts into the "Shaxiang Almanac", from which our text is selected. It should be said that these practical activities of the author are more inspiring for the development of his understanding.

Now let’s read the last paragraph of the article together, combined with the author’s life experience, and think about how the author’s understanding has developed in the process of continuous practical exploration.

Teacher: Can you find sentences rich in philosophy and think about the philosophy contained in them?

Students find sentences to think about and discuss.

Student: 1. "Too much security seems to only produce long-term dangers." This requires us to think about problems in the longer term and not just focus on immediate temporary interests.

2. "The revelation of this world is in the wilderness." It should be said that all kinds of things in the wilderness grow freely, and they are equal and harmonious to each other. The author realizes that humans and nature should live together equally.

Teacher: We can easily find the answer to the question from these sentences. At this point in the article, the author's previous human-centered understanding has been developed into the idea that all things are equal, forming the author's attitude of equality when facing all things in nature. Human beings are just one of the natural creatures and have no power over other things.

Teacher: Apart from me, how do other things react and understand the howling of wolves?

`Students review the third paragraph of the article

Students: "deer", "pine tree", "coyote", "cattleman" and "hunter". They think of death, battle, food and money.

Teacher: How did the author summarize their reactions?

Student: "Obvious and direct hopes and fears." That is, superficial, direct, superficial understanding.

Teacher: What about the reaction and understanding of "mountain"?

Student: Its reaction is "profound", "long-lasting" and "objective"

< p>Teacher: Then what kind of things do "my" reactions and understandings correspond to?

Student: "This mountain".

Teacher: By the way, after quoting Thoreau’s famous quote at the end of the article, he also mentioned, “Probably, this is also the hidden connotation in the howl of the wolf. It has been understood by the mountains, but it is still extremely unintelligible. Less understood by humans." This echoes the first two paragraphs at the beginning, and returns to the question we left at the beginning. Let’s read the first paragraph together again. This paragraph is actually the focus of this article. Through the explanation of the article, now we can go back and understand what kind of connotation is hidden in this wolf howl?

Student: 1. The wolf howl is warning people not to destroy the ecological environment, otherwise they will be destroyed. Reap the consequences.

2. The howl of wolves warns people: wolves are also an important member of the ecological chain and are indispensable to nature.

3. The howling of wolves calls for equality and harmony between humans and all things.

Teacher: It seems that wolves are more prophetic than humans, so what is it "proud" about and what is "sad" about it?

Student: The wolf is proud that it understands the laws of nature. , the sad thing is that humans still don’t understand.

Teacher: We can hear that this wolf howl contains the meaning of life and ecological value. Yes! All things are equal and must respect each other, otherwise it will cause an ecological crisis. The "sadness" of the wolf's howl lies in the inability of humans to understand it. The "pride" is that it has realized it itself, and at the same time, the mountain has also realized it.

Teacher: The article is titled "Thinking Like a Mountain", so what is its relationship with our special topic "Man and Nature"?

Student: Only " "Thinking like a mountain" can break through the limitations of time and space, discover the laws of nature, respect the laws of nature, and handle the relationship between man and nature.

Teacher: This is the relationship between purpose and means. The former is the means to the latter, and the latter is the purpose of the former. "Think like a mountain" is the author's good advice on the relationship between man and nature, and is a poetic expression of this advice. From the perspective of ecological ethics and ecological harmony, people are no wiser than a mountain. The relationship between a mountain and all things in nature is no different from the relationship between people and all things in nature. We must handle the relationship between people and animals, people and the environment, and all other things in nature like mountains.

3. Conclusion.

After paying the price of the deteriorating ecological environment, selfish human beings exchanged for the so-called progress of material civilization, but left a scarred earth. Through the study of this lesson, the questions left by the picture at the beginning can be said to have been solved. This requires us to consciously establish environmental awareness, establish the idea of ??treating everything equally, and learn to "think like a mountain" so that the already fragile and scarred earth will no longer be harmed. < /p>

Hope and fear, grassland and alpine vegetation are full of ecological worries

Speak loudly about irreversible degradation

Ecological value, meaning of life

5. Activities and inquiry assignments:

1. Read the first paragraph of "Loneliness" and see what kind of feelings and propositions are expressed? Compare it with Leopold's ecological propositions and find out The similarities and differences between the two texts.