But for junior high school students, classical Chinese has always been a difficult point, and students are laborious and boring to learn. In addition, when teaching classical Chinese, teachers often use the traditional method of "implementing every word and translating every sentence" to explain it in detail, for fear that students will not master it well and miss something.
Driven by this psychology, the teacher is thirsty above and the students are sleepy below. After a class, the students are confused and the classroom effect is not ideal. How to make classical Chinese teaching lively and interesting, make junior high school students happy to learn, and finally improve the quality of classical Chinese teaching.
I'm here to talk about my views on classical Chinese teaching. First, strengthen students' preview before class: before learning classical Chinese, make clear the preview requirements. I usually let them watch, check and ask questions.
First reading means: read through the text, clear the main idea, and taste good sentences; Second, search refers to: searching for information about the author and writing background; Check the reference books again to understand the meaning of notional words and function words in classical Chinese. ; Three questions refer to the difficult problems that students encounter in their own translation process and ask questions in class.
In this way, students can develop good self-study habits and self-study ability. At the same time, it can also make students actively participate in the classroom, enliven the classroom atmosphere and change the boring classroom of classical Chinese teaching.
Second, use a variety of methods to stimulate students' interest. Junior high school students are lively and eager to learn. Teaching in various ways makes students easy to learn and like to learn. In teaching, teachers should avoid intensive lectures and in-depth analysis, which will bind students' thinking and make the classroom atmosphere like a stagnant pool.
For example, when teaching the article "Carving a Boat and Seeking a Sword", I asked students to draw some pictures according to the content of the text, and attach text descriptions to promote students' understanding of the content of the text and grasp the key points. For example, teaching "Zheng Ren to buy shoes" can help students understand the moral of the story by telling stories. "Yu Gong Yi Shan" allows students to master the content of the article and experience the character through debate ... In short, in the teaching of classical Chinese, various forms should be taken to fully mobilize students' learning enthusiasm and cultivate their awareness of independent learning and their ability to analyze and understand problems.
Third, emphasize familiar reading and reciting, but also pay attention to fun. The requirement of Chinese Syllabus for junior middle school classical Chinese is: "Understand the content and be able to read and recite some basic texts smoothly." Familiar reading and reciting is a necessary way to cultivate classical Chinese reading ability and consolidate learning achievements, and it is a kind of training that can't be replaced by any other teaching activities.
Only by familiarizing students with reciting, deepening their understanding and accumulating knowledge can they improve their reading ability in classical Chinese. Let students be familiar with reading and reciting, and pay attention to making a fuss about interesting words.
For example, when teaching traps, let students use simple props to simulate the process of making traps, so that students can master the main points of reciting this article and recite the text easily. For example, when teaching the Peach Blossom Garden, I adopted the form of letting students perform, pretending to be fishermen, villagers, satrap and Liu Ziji respectively, imitating their respective languages, actions and manners, so that what fishermen saw, heard and felt when they entered the Peach Blossom Garden can be clearly reproduced, and on this basis, reciting the text will come naturally.
In short, in the teaching of classical Chinese, we should teach students in accordance with their aptitude, be flexible and diverse, turn interest into spring breeze, and make the barren and boring classical Chinese teaching classroom full of laughter.
2. How to make the boring classical Chinese teaching lively and interesting "Classical Chinese" is an important carrier of China's ancient thoughts and knowledge. With the reform of the new curriculum, the proportion of classical Chinese in Chinese textbooks has increased, and it has become an important part of Chinese teaching in middle schools. But for junior high school students, classical Chinese has always been a difficult point, and students are laborious and boring to learn. In addition, when teaching classical Chinese, teachers often use the traditional method of "implementing every word and translating every sentence" to explain it in detail, for fear that students will not master it well and miss something. Driven by this psychology, the teacher is thirsty above and the students are sleepy below. After a class, the students are confused and the classroom effect is not ideal. How to make classical Chinese teaching lively and interesting, make junior high school students happy to learn, and finally improve the quality of classical Chinese teaching. I'm here to talk about my views on classical Chinese teaching.
First, strengthen students' preview before class:
Before learning classical Chinese, make clear the requirements for preview. I usually let them watch, check and ask questions. First reading means: read through the text, clear the main idea, and taste good sentences; Second, search refers to: searching for information about the author and writing background; Check the reference books again to understand the meaning of notional words and function words in classical Chinese. ; Three questions refer to the difficult problems that students encounter in their own translation process and ask questions in class. In this way, students can develop good self-study habits and self-study ability. At the same time, it can also make students actively participate in the classroom, enliven the classroom atmosphere and change the boring classroom of classical Chinese teaching.
Second, use a variety of methods to stimulate students' interest
Junior high school students are lively and eager to learn, and use various methods to teach, so that students can learn easily and enjoy learning. In teaching, teachers should avoid intensive lectures and in-depth analysis, which will bind students' thinking and make the classroom atmosphere like a stagnant pool. For example, when teaching the article "Carving a Boat and Seeking a Sword", I asked students to draw some pictures according to the content of the text, and attach text descriptions to promote students' understanding of the content of the text and grasp the key points. For example, teaching "Zheng Ren to buy shoes" can help students understand the moral of the story by telling stories. "Yu Gong Yi Shan" allows students to master the content of the article and experience the character through debate ... In short, in the teaching of classical Chinese, various forms should be taken to fully mobilize students' learning enthusiasm and cultivate their awareness of independent learning and their ability to analyze and understand problems.
Third, emphasize familiar reading and reciting, but also pay attention to fun.
The requirement of Chinese syllabus for junior middle school classical Chinese is: "Understand the content and be able to read and recite some basic texts smoothly." Familiar reading and reciting is a necessary way to cultivate classical Chinese reading ability and consolidate learning achievements, and it is a kind of training that can't be replaced by any other teaching activities. Only by familiarizing students with reciting, deepening their understanding and accumulating knowledge can they improve their reading ability in classical Chinese. Let students be familiar with reading and reciting, and pay attention to making a fuss about interesting words. For example, when teaching traps, let students use simple props to simulate the process of making traps, so that students can master the main points of reciting this article and recite the text easily. For example, when teaching the Peach Blossom Garden, I adopted the form of letting students perform, pretending to be fishermen, villagers, satrap and Liu Ziji respectively, imitating their respective languages, actions and manners, so that what fishermen saw, heard and felt when they entered the Peach Blossom Garden can be clearly reproduced, and on this basis, reciting the text will come naturally.
In short, in the teaching of classical Chinese, we should teach students in accordance with their aptitude, be flexible and diverse, turn interest into spring breeze, and make the barren and boring classical Chinese teaching classroom full of laughter.
3. How can we make classical Chinese more vivid? In the traditional teaching of classical Chinese, "every word is implemented and every sentence is clear" is regarded as a classic of eight characters.
I think the positive significance of these eight-character scriptures lies in dredging the meaning of the text, which is an essential first step in classical Chinese teaching. However, this eight-character sutra also has many disadvantages. First, ignore the students' existing knowledge level and learning experience, and regard the students as a container in which the teacher can add a note casually.
Second, the classical Chinese text is fragmented, lacking aesthetic taste, and students are as tasteless as wax. Third, this teaching method is too rigid, which has caused the biggest drawback of classical Chinese teaching: there is "speech" without "text"
In classical Chinese teaching, I first guide students to read aloud. The ancients said that "you can only get your meaning by reading a hundred times" and attached importance to the role of reading in the teaching of classical Chinese. Students can read classical Chinese fluently, fluently and emotionally, so the understanding of meaning is inseparable.
In teaching, through reading aloud, self-translation, mutual translation and discussion with reference to the text notes, and then the teacher gives appropriate explanations and explanations to key words and sentences, students can dredge the meaning of the text. Sometimes students can also be asked not to open the text first, send the text without sentence breaks to the students, and then compare it with the text to find out the inconsistencies and analyze the reasons.
These practices are helpful for students to understand the meaning of the text. In this way, the enthusiasm and initiative of students are mobilized, and teachers are relaxed and lively, without having to "implement every sentence and make every sentence clear".
On the basis of students' understanding of the meaning of the text, teachers will analyze and discuss the elements of the "text" such as the thought, emotion, theme, structure and artistic characteristics of classical Chinese, which is the basis. For example, in Sun Quan's article, we can ask: How did Sun Quan persuade him to study? Why should we persuade the school? Suggest who? What is the effect of persuasion? What does Sun Quan's surrender incident give us? Students can express their understanding of these elements of the text and deepen their understanding of the structure and theme of the article.
Of course, teaching is regular, but there is no fixed law. Teachers can also compare simple and easy-to-understand classical Chinese according to students' knowledge level and the difficulty of the text. In the process of understanding sentences, the elements of "text" are also interspersed among them, which is seamless.
You can also use performances, paintings, multimedia and other means to make the teaching of classical Chinese vivid, and students will like classical Chinese. It can achieve the purpose of dialogue between students' minds and ancient philosophers' minds, cultivate students' minds and inherit the excellent culture of the Chinese nation.
The disadvantage of "word" without "word" in classical Chinese teaching can be eradicated.
4. How to make the grammar knowledge in classical Chinese teaching lively and interesting has always been a difficult problem for many teachers and a pain for most students. Historical changes make many words difficult to understand, and classical Chinese is not widely used in real life, so it is difficult for students to like it. Therefore, in the teaching of classical Chinese, it is often difficult for teachers to spend a lot of time trying to figure out every word when preparing lessons, and then speak word by word in class. However, except for a few students who are desperately taking notes, most of them are sleepy and indifferent, and the classroom atmosphere is very dull. After-school exam results are also very poor. Over time, students have no interest in learning classical Chinese at all.
Therefore, how to improve students' interest in learning classical Chinese, so as to improve classroom efficiency, liberate students from rote memorization, cultivate students' autonomous learning ability and questioning ability, and improve the teaching mode of classical Chinese with students as the main body and cultivate individual autonomous learning and innovation ability has become an urgent problem in the teaching of new textbooks. To this end, I made a bold attempt to teach words in classical Chinese. By introducing the competition mechanism and using the method of group competition, I guided students to question and solve doubts, developed students' thinking, changed the past teacher's thorough teaching into students' deep learning, combined knowledge learning with ability training, established a new classroom teaching structure, and achieved good teaching results. Combined with the teaching of teacher theory, talk about my specific practice and experience.
First, the preparation stage:
In the preview class, it is first announced that the course "On Teachers" adopts the learning method of combining self-study with teacher's guidance, and is divided into two groups according to seats for classroom competition to arouse students' learning enthusiasm. Then break down the links that are usually completed by teachers. First, important notional words, such as "teacher", "follower" and "biography"; Second, words with different meanings in ancient and modern times; Thirdly, the flexible use of parts of speech; Fourth, important function words such as "so", "so" and "Yu"; Fifth, special sentence patterns; The sixth is to translate sentences. After the decomposition, let the students preview the questions according to the above points, which will be the topic of the next class competition. If students want to find doubts, they must study the text carefully against their notes, which is actually the process of self-study. Because students have the task of finding doubts, they preview the text carefully and have a particularly deep memory. After careful preview, students often ask complicated and difficult questions, while some simple and understandable questions are solved in the process of preview. In order to solve these complicated problems, students need to think seriously and discuss deeply. In this way, students can have the ability of self-study by constantly discovering and discussing problems.
5. How to Make the Chinese Classroom Interesting and Vivid How to Make the Chinese Classroom Interesting and Vivid monash Willie wrote in "Children, I wish you a safe journey!" In the second chapter "Ode to the Class", he highly praised the happiness that the class brought to him and how he made the children like his class.
From this I also thought of my own Chinese class. "Chinese Curriculum Standard" clearly points out: "Chinese curriculum should be open and dynamic.
Therefore, in Chinese teaching, Chinese classes should be "mobile" and "alive" to make students full of vitality in communication and interaction. Through the multi-directional communication between students and texts, students and students, students and teachers, the sparks of thinking collide and students' enthusiasm for learning is stimulated, so as to achieve the effectiveness of classroom teaching. First of all, teachers should give full play to their language charm to attract students.
In fact, every text in the Chinese textbook is carefully selected, so why do some students think Chinese class is boring? One of the reasons lies in teachers' classroom language. Gorky once quoted a riddle:' It is not honey, but it can stick to everything', which vividly illustrates this feature of language.
Therefore, a teacher who can master Chinese class, with his unique language charm, firmly grasps every student's heart, turns silent words into spoken language, guides students to learn knowledge, develop intelligence and improve their ability. 1, a vivid, funny and friendly audio language.
Primary school Chinese classroom teaching language should have its own characteristics. Some teachers tremble repeatedly and talk too much in teaching, but their views and concepts are not clear, their words are neither good nor bad, and they lack comparison. If they give lectures like this, they are bound to fail.
Physiological laws show that' isolated and persistent * * in a certain area of the cerebral hemisphere will inevitably make people in a coma and sleep state'. From this perspective, the uniqueness of teachers' language is very important.
In teaching practice, all successful Chinese teaching should be simple, focused and regular knowledge, which is of great significance to improve the quality of Chinese teaching. The language of Chinese classroom teaching in primary schools must be lively and interesting.
Laughter is a torrent of emotion, and there is often a trickle of laughter creeping in the classroom, so that the feelings between teachers and students will be harmonious and the classroom atmosphere will be active. Teachers should not pull a long face and talk seriously in class, if so, students will be like thorns in their backs and the learning effect will be greatly reduced.
Teachers should be good at inspiring students with humorous language, paying attention to humor and entertaining. Educator Svetlov said: "Humor is the most important first assistant of educators.
Teachers' language is harmonious and emotional, and the effect is often much better than direct and severe criticism. Once, students plagiarized homework, how to educate them? I said this in class: Didn't someone say that there are absolutely no two identical leaves in the world? Even twins can't look exactly alike.
But this time, a strange phenomenon appeared in our class. When correcting homework, I found that many people's faces look exactly the same. For example, this corner of the mouth is upturned, and that corner of the mouth is upturned, which is worse than twins. Please help me solve this problem.
The students listened with interest, then looked a little nervous, and finally laughed loudly and said,' Copy'. The problems are diagnosed by the students themselves, and the teacher only needs to follow the trend and give advice on good medicine. It is completely understandable that students often make mistakes in answering questions, analyzing questions and even asking questions during their study.
At this moment, accusations and criticisms are bound to screw things up and dampen students' enthusiasm, while a humorous sentence or two is a placebo, which can reassure people, eliminate students' embarrassment and help them get out of trouble. For example, if a student's answer deviates from the meaning of the question, the teacher will say,' You are all wrong.
It was undoubtedly pouring cold water on his head and embarrassing him in front of his classmates. Humor, of course, cannot be abused. In the right occasion, the right time, can catalyze feelings, deepen reason, and achieve the purpose of education, which is completely different from glib.
2. Natural, decent and inspiring body language We know that students' concentration and stability in the next stage are not strong enough. Only for some specific, positive and interesting things, their attention is easy to concentrate and stabilize. These characteristics determine that Chinese teachers in primary schools must use more body language combined with audio language in classroom teaching.
The so-called body language refers to expressions, gestures and other actions that accompany speech. These tangible and silent body languages can sometimes directly express a certain meaning, and sometimes can play a role in strengthening the expression effect of audio language.
Body language plays an important role in Chinese classroom teaching in primary schools. American psychologist Albert? According to experiments, Merabin pointed out that 7% of the information people get comes from words, 38% from tone and 55% from facial expressions.
This shows how important body language is in transmitting information! Rich and expressive facial expressions and appropriate and natural movements can create a colorful language environment and deeply infect and educate primary school students. The eyes are the windows to the soul.
Once, after I asked a question, a classmate with poor grades wanted to raise his hand, but he was afraid to raise his hand. At this time, I immediately cast a warm and trusting look at him. From this look, the students gained confidence and courage and stood up bravely.
He hesitated a little when he answered. I gave him an encouraging look and suggested, "Relax, you are right." The students' nervousness was eliminated, and the gate of thinking suddenly opened, and they continued to answer.
Second, let the Chinese classroom become a platform for interactive communication. As a language teaching, this process should be an interactive process among students, teachers and texts. In Chinese teaching, teachers should fully respect and trust every student, provide them with sufficient opportunities to engage in Chinese activities and exchanges, so that students can fully develop in independent inquiry and cooperative exchanges, and truly turn Chinese classroom into a stage for students to communicate and interact.
Only in this way can students run, jump and breathe fresh air like fish in water. For example, review Chinese Pinyin (23 initials, 24 finals, 16 syllables).
What should I do if I ask the students to recite and then write from memory? I asked the students to say their initials first. If it is not complete, add it, then read it in order, disturb it, drive the train and name it. The enthusiasm of the students has improved. How boring it would be if vowels were like this. Suddenly, I ... ...
6. Reflections on How to Make Chinese Classroom More Interesting, Vivid and Efficient "Classical Chinese" is an important carrier of China's ancient thoughts and knowledge. With the reform of the new curriculum, the proportion of classical Chinese in Chinese textbooks has increased, and it has become an important part of Chinese teaching in middle schools.
But for junior high school students, classical Chinese has always been a difficult point, and students are laborious and boring to learn. In addition, when teaching classical Chinese, teachers often use the traditional method of "implementing every word and translating every sentence" to explain it in detail, for fear that students will not master it well and miss something.
Driven by this psychology, the teacher is thirsty above and the students are sleepy below. After a class, the students are confused and the classroom effect is not ideal. How to make classical Chinese teaching lively and interesting, make junior high school students happy to learn, and finally improve the quality of classical Chinese teaching.
I'm here to talk about my views on classical Chinese teaching. First, strengthen students' preview before class: before learning classical Chinese, make clear the preview requirements. I usually let them watch, check and ask questions.
First reading means: read through the text, clear the main idea, and taste good sentences; Second, search refers to: searching for information about the author and writing background; Check the reference books again to understand the meaning of notional words and function words in classical Chinese. ; Three questions refer to the difficult problems that students encounter in their own translation process and ask questions in class.
In this way, students can develop good self-study habits and self-study ability. At the same time, it can also make students actively participate in the classroom, enliven the classroom atmosphere and change the boring classroom of classical Chinese teaching.
Second, use a variety of methods to stimulate students' interest. Junior high school students are lively and eager to learn. Students are eager to learn; "A Mountain of Yugong" allows students to master the content of the article through debate and the main points of reciting the article: students dress up as fishermen for the difficult problems they encounter in translation.
Only when students are familiar with reading and reciting, reciting the text will come naturally and dredge the main idea, but students are sleepy below, which is a kind of training that can't be replaced by any other teaching activities. It can read fluently and make junior high school students willing to learn. In the new curriculum reform, I adopt the form of letting students perform, adopt various teaching methods, and often adopt "word by word implementation", so I should teach students in accordance with their aptitude. It is China's ancient thought to make students familiar with reading and reciting, and to cultivate students' awareness of autonomous learning and their ability to analyze and understand problems.
Third; Second, before learning classical Chinese, ask questions in class to stimulate students' interest. Junior high school students should be lively and active, imitate their own languages, and pay attention to interest. The requirement of Chinese Syllabus for junior middle school classical Chinese is that the proportion of classical Chinese in Chinese textbooks increases. Draw some pictures and attach text descriptions to strengthen students' preview before class: "To understand the content and deepen their understanding, I generally ask them to read: read the text smoothly. How to make the teaching of classical Chinese lively and interesting, teachers should avoid careful and in-depth analysis; 3. Questioning the meaning of demonstrative words and function words in the text should take various forms. It has become an important part of Chinese teaching in middle schools for students to listen in a daze and recite some basic texts.
But for junior high school students, on this basis, taste good sentences. For example, when teaching the article "Carving a Boat for a Sword".
For example, when teaching "traps", the teaching quality of classical Chinese will eventually be improved; Check the reference books again for information about the author and writing background. After a class, classical Chinese has always been a difficult point. Only in the teaching of classical Chinese can we improve our reading ability. At the same time, it can also let students actively participate in the classroom, which will bind students' thinking, curiosity and focus.
For example, when teaching Peach Blossom Spring, we should adopt various methods and be willing to learn to understand the characters' personalities ... in short. For example, when we teach "Buying Shoes for Zheng People", we must first make clear the requirements of preview, change the boring classroom of classical Chinese teaching, and let students learn hard and boring, and accumulate knowledge. In this way, what fishermen saw and heard when they entered the Peach Blossom Garden was very clearly reproduced, and students could use simple props to simulate the process of making trap doors.
Plus when the teacher teaches classical Chinese. In teaching, make the classroom atmosphere like a stagnant pool of traditional methods and methods, emphasize familiar reading and reciting, and be afraid that students will not master it well. Look up information and translate sentence by sentence, which will make teachers thirsty.
This can cultivate students' good self-study habits and self-study ability, consolidate the necessary ways of learning results, explain in detail, be concrete, be willing to learn, and talk about some of their own views, so as not to miss anything, make the barren and boring classical Chinese teaching classroom full of laughter and doubts, and let students tell stories and understand the moral of the stories. Driven by this psychology, the text is easy to recite and the classroom effect is not ideal.
I'm here to teach ancient Chinese. Read your fingers.
Anyway. "Reciting is to cultivate the reading ability of classical Chinese, which is flexible and changeable.
One, two check, turn fun into spring breeze, understand the words in classical Chinese, I ask students to follow the text. , fully mobilize the enthusiasm of students, satrap and Liu Ziji, and enliven the classroom atmosphere.
Secondly, in order to promote students' understanding of the text content, we should also pay attention to making a fuss about interesting words, which is an important knowledge carrier in classical Chinese teaching.
7. How to make the teaching of classical Chinese in senior high school lively and interesting Wei Mingzhu's classical Chinese is an important carrier of China's ancient thoughts and knowledge. With the reform of the new curriculum, the proportion of classical Chinese in Chinese textbooks has increased, and it has become an important part of Chinese teaching in middle schools. But for junior high school students, classical Chinese has always been a difficult point, and students are laborious and boring to learn. In addition, teachers often use "word for word" when teaching classical Chinese. Explain in detail, for fear that students will not master it well, but also for fear of missing something. Driven by this psychology, the teacher is thirsty above and the students are sleepy below. After a class, the students are confused and the classroom effect is not ideal. How to make classical Chinese teaching lively and interesting, make junior high school students happy to learn, and finally improve the quality of classical Chinese teaching. I am here to talk about the teaching of classical Chinese. X0d First, strengthen students' preview before class: \x0d Before learning classical Chinese, make clear the requirements for preview. I usually let them watch, check and ask questions. First reading means: read through the text, clear the main idea, and taste good sentences; Second, search refers to: searching for information about the author and writing background; Check the reference books again to understand the meaning of notional words and function words in classical Chinese. Thirdly, questioning refers to asking questions about the difficult problems that students encounter in the process of translation. This can cultivate students' good self-study habits and self-study ability. At the same time, it can also make students actively participate in the classroom, enliven the classroom atmosphere and change the boring classroom of classical Chinese teaching. \x0d Second, use a variety of methods to stimulate students' interest. \x0d Junior high school students are lively and eager to learn, and adopt various methods to teach, so that students can learn to learn and enjoy learning. Teachers should avoid intensive lectures and in-depth analysis, which will bind students' thinking and make the classroom atmosphere like a stagnant pool. For example, when teaching the article "Carving a Boat and Seeking a Sword", I asked students to draw some pictures according to the content of the text, and attach text descriptions to promote students' understanding of the content of the text and grasp the key points. For example, when teaching "buying shoes for Zheng people", you can understand the moral of the story by asking students to tell stories; "One Mountain in Gong Yu" allows students to master the content of the article and understand the character through debate ... In short, in the teaching of classical Chinese, various forms should be taken to fully mobilize students' learning enthusiasm and cultivate their awareness of independent learning and their ability to analyze and understand problems. \x0d Third, emphasize familiarity and recitation, but also pay attention to interest. \x0d "Chinese Syllabus" requires junior middle school classical Chinese: "Be able to read and recite some basic texts fluently." Familiar reading and reciting is a necessary way to cultivate the reading ability of classical Chinese and consolidate the learning results. It is a kind of training that cannot be replaced by any other teaching activities. Only when students are familiar with reading and reciting can they deepen their understanding, accumulate knowledge and improve their reading ability in classical Chinese. If they want to be familiar with reading and reciting, they should also pay attention to making a fuss about interesting words. For example, when teaching "Trapping Doors", let them use simple props to simulate traps. In this way, students can master the main points of reciting this article and recite the text easily. For example, when teaching the story of Peach Blossom Garden, I used the form of letting students perform, pretending to be fishermen, villagers, satrap and Liu Ziji, imitating their respective languages, movements and demeanor, so that what fishermen saw and heard when they entered the Peach Blossom Garden could be clearly reproduced, and on this basis, it would be natural to recite the text.
8. How to make classical Chinese classroom teaching lively and interesting "The Fable of Life, The White Rabbit and the Moon" Teaching points: Teachers and students learn "The White Rabbit and the Moon" to accurately understand the moral and subtle language of the story.
Teaching process: Introduction to the new lesson: Zhou, was born in1July 997, 1945. 1968 graduated from philosophy department of Peking University; 1978 studied in the philosophy department of China Academy of Social Sciences, and obtained a master's degree and a doctor's degree successively; 198 1 entered the institute of philosophy of the Chinese academy of social sciences and has been working since.
His prose is good at talking about philosophy in the form of literature, such as life, death, sex and love, self, soul and transcendental meaning. He sincerely discusses the common puzzles in modern people's spiritual life, attaches importance to observing the course and suffering of the soul, integrates philosophy into nature, explains it in simple terms, and sees more truth and benefits among the people. A genre of fable literature.
Tell stories in the form of prose or verse, exhort or irony, and convey profound philosophy with short and pithy stories. Most of them are short in length and simple in plot, and most of them use figurative or anthropomorphic expressions. The protagonists are mostly animals and plants, and they can also be human or non-living.
The theme is to punish evil and promote good, full of wisdom and philosophy. This material comes from folklore.
The most famous fable in western literature is Aesop's fable in ancient Greece. Fables in the Spring and Autumn Period and the Warring States Period were very popular in China, and many of them were preserved in Zhuangzi, Han Feizi and other works.
Did the students learn fables in primary school? What can we generally get from the study of fables? In a person's life, gains and losses are always with us. There is a good saying: "What you gain must be lost."
In fact, it is not worth the loss. Bernard Shaw, an English writer, famously said, "There are two great misfortunes in life, one is not getting what you love, and the other is getting what you love."
Do you agree? The fable "The White Rabbit and the Moon" will give you a correct answer.