Teaching purposes 1. Learn the structure of this article around the central argument and organize the hierarchical discussion into sub-arguments. 2. Read the text carefully and understand how to use examples and reasoning to demonstrate arguments. 3. Preliminarily understand the characteristic of accurate language expression in argumentative essays. Teaching ideas: 1. Guide students to find the central argument and sub-argument in reading and understand the relationship between them. 2. The teaching focus of this article is how to use examples and reasoning to explain the central argument. The class requires students to master the method of using factual and theoretical arguments to explain principles. 3. Preview is arranged before class, requiring students to read the text aloud, initially understand the context of the article, and look up words in the dictionary to solve unclear words. 4. Arrange two classes. Key points of teaching in the first lesson: 1. Check the preview homework and implement various requirements put forward in the preview. 2. On the basis of reading the text aloud, sort out its structure and master the central argument and sub-arguments. Teaching content and steps 1. Problem solving, writing on the blackboard; questioning between doubts and learning; what are the characteristics of the text title? Be clear; the title uses a coordinating phrase that reveals the topic of the article. The so-called "topic" is a proposition whose authenticity needs to be proved. What role does "doubt" play in "learning"? This is exactly what needs to be proved and what students want to know. 2. Introduction to the text: Doubt is the beginning of thinking and the end of learning. Students all know that "Why did the apple fall on the ground?" This "doubt" had great inspiration for Newton, who was exploring "gravity"; "Why did the lid of the pot jump when the water boiled?" This "doubt" made Watt Discovered the power of steam; "Why does the time remain the same regardless of the swing amplitude of the hanging lamp?" This "question" led Galileo to discover the principle of isochronism. The great astronomer Copernicus founded the theory of earth motion, which started from his doubts about the theory of heavenly motion of Aristotle and Ptolemy. The great mathematician Zu Chongzhi never "reduced the ancients". He dared to doubt the outdated theories of his predecessors, overturned the wrong conclusions, and calculated pi. Today, when we study "Doubt and Knowledge" together, we will be able to further understand why we must have the spirit of doubt in our studies. Only with the spirit of doubt can we identify falsehoods and eliminate falsehoods, build new doctrines, and inspire new inventions. 3. Check the preview homework (1) Check the explanation of the words: False: unfounded D. Enlightenment: Enlightenment, inspiration. Stagnation; unable to move or develop smoothly due to obstruction. To be conservative; to stick to the old ways and not seek progress. By the way, I would like to explain the quote from Mencius in the article: "It is better to have no books than to have all faith in books." To be clear: If you fully believe in the "Book", it would be better to not have the "Book" at all. "Book" refers to "Shangshu", (Yang Bojun's "Mencius Translation Annotation D") (2) Check the reading text to make it clear: students are required to gradually develop a good habit of thinking while reading, and the questions they think about are; the full text has six natural paragraphs, How many parts can it be divided into? What is the central content of each part? As for the way of reading, it can be combined with group reading and individual reading. A brief comment will be added later. 4. It is difficult for students in the second grade of the text to learn argumentative writing. The teacher first teaches students how to analyze the structure and context of the text. Question: Where should the first part of the text be divided? What is the central content? Clear; the first two natural paragraphs are the first part. The author quotes two famous sayings from ancient scholars to put forward the central argument: "A scholar must first doubt" and "Those who do not doubt when they are doubtful have never learned; learning requires doubt." To summarize in his own words: Scholarship must have a skeptical spirit. To elaborate on the central argument, the author uses two sub-arguments. What is the first sub-argument (the second part)? ? Clear; the three natural paragraphs 3, 4, and 5 are the second part of the article. This part discusses the first sub-argument, doubt is a necessary step to identify falsehoods and eliminate falsehoods in negative aspects. There should be a spirit of skepticism about any book or knowledge, and one should not be credulous and blindly follow it.

The author analyzes this sub-point in two levels. Gu Xian, the author pointed out in the third natural paragraph, "The basis of knowledge is facts and evidence. There are two sources of facts and evidence; one is what you see with your own eyes, and the other is what you hear from others." Of course, listening The material that people tell us about is not as real and reliable as the actual situation that we see with our own eyes. The same is true for learning. "The most important and reliable material is the factual basis that you have seen with your own eyes." "But sometimes this kind of evidence cannot be obtained personally, so you can only rely on other people's legends." In fact, the author is here It emphasized the importance of learning and mastering first-hand factual evidence, but people often cannot observe and practice everything personally, and can only rely on other people's legends. So, how do we treat the words of legend correctly? The author points out in the fourth natural paragraph, "Whether we believe in the legend or not, we should think about it carefully and should not believe it casually." He also said, "After thinking about it beforehand, we should not believe it casually." The attitude is the spirit of doubt. This is the basic condition for all learning.” From paragraphs 3 and 4, we can summarize the first level of meaning; whether you believe it or not, you should think about it. There should be a skeptical spirit. In addition, the author uses the fifth natural paragraph to complete the analysis of the second level. The author points out that no matter which book or knowledge, "after going through the three steps of 'doubt', 'ensu' and 'discernment', that book is your own book, and that knowledge is your own knowledge." "The end of the paragraph repeatedly emphasizes the need to eliminate blind obedience or superstition. Question 2: Ask a student to summarize the above three paragraphs in terms of structure and content. Be clear; the above three paragraphs discuss the first sub-point from three aspects and two levels. The article explains how to correctly treat legends, a book, and a kind of knowledge, and explains how to distinguish and think more when encountering problems. Blind obedience, no superstition, and advocating the principle of doubt. Ask the whole class to read paragraph 6 together. Question: What role does the first sentence of paragraph 6 play in the structure L of the full text? Make it clear: it serves as a link between the past and the following. The first half of the first sentence summarizes the first sub-argument discussed in the above three paragraphs, and the second half of the sentence puts forward the argument of this paragraph, which is also the second sub-argument of the full text; suspicion is a positive aspect to build new doctrines and inspire new inventions. basic conditions. Question: How many levels can the 6th paragraph be divided into? Clarity: It can be divided into five layers. The first level (sentence ①) connects the previous and the following, summarizes the above, and puts forward the second sub-argument; the second level (sentences ② to ⑤) discusses the different effects of having no skeptical spirit and having a skeptical spirit on scholarship from the negative and positive aspects; the third layer The third level (sentences ③ to ③) takes Dai Zhen, a great scholar, as an example to demonstrate the second point; the fourth level (sentences ⑤ to ③) discusses positively that all scholars who do knowledge with a skeptical spirit will have a profound impact on cultural history. Plays a huge role; the fifth level (@sentence), reversely elaborates on the consequences of "sticking to the old sayings of the predecessors". Finally, show the projected slide card and use a table to illustrate the structure of this article. 5. Assign homework (1) Text. What are the characteristics of the writing of the first two paragraphs? (H) What role does the first sentence of paragraph 6 of the text play in the whole text? Answer: (1) Quoting two ancient famous quotes, it puts forward the central argument of the whole text straight to the point. This The two famous quotes also serve as arguments and are written in a novel and lively way. (2) The first half of the sentence summarizes the first sub-argument and the second half of the sentence. The teaching points of the second class are: 1. In-depth mastery of some argumentation methods used in the argumentation process of this article. 2. Learn the characteristics of rigorous thinking and good analysis of affairs in this article. Teaching content and steps: In the previous lesson, we mainly studied this article. The argument structure clarifies the central argument and sub-arguments, as well as the relationship between the sub-arguments serving the central argument. In this lesson, we mainly study the argumentation method of this article.

2. Explanation of the text (3) Based on your own learning reality, write an oral composition with the topic "Asking doubts has improved my interest in learning". Each student who speaks should speak within three minutes. 4. Assign homework (1) Copy and memorize the famous quotes in the text. (2) Write a paragraph using the three words "doubt", "thinking" and "discriminate". Teaching-related information. 1. Introduction to the author. Gu Jagang (1893-1980), a contemporary historian of my country. His original name was Songkun and his courtesy name was Mingjian. A native of Suzhou, Jiangsu. Graduated from the Philosophy Department of Peking University. He has taught in Xiamen, Zhongshan, Yanjing, Beijing, Yunnan, Qilu, Central, Fudan, Lanzhou, Aurora and other universities. He once served as the director of the Institute of Language and History at Sun Yat-sen University, a communications researcher and academician of Academia Sinica, a researcher at the Peking Research Institute, and the director of the history group of the Literature and History Research Association. After liberation, he served as a researcher and academic member of the Institute of History of the Chinese Academy of Social Sciences, a director of the Chinese Historical Society, vice chairman of the Chinese Folk Literature and Art Research Association, a member of the second and third National Political Consultative Conference, deputy director of the Fourth and Fourth National Political Consultative Conference, and deputy director of the Cultural and Historical Materials Committee. Representative to the 5th National People's Congress. Presided over the punctuation work of "Zi Zhi Tong Jian" and the Twenty-Four Histories. Gu Jagang began to research ancient history in 1920, and compiled "Ancient History", "Fake Discrimination Series"), Cui Dongbi's posthumous letter y. After liberation, he compiled the "Historical Map of China". His published works include "Alchemists and Confucian Scholars of the Qin and Han Dynasties", "A Study of the Three Emperors"), "Historical Miscellaneous Knowledge"), "Research Collection of Yu Jiangnv's Story", "Miaofeng Mountain", "Wu Gejia's Collection", "On "The Relationship between Bashu and the Central Plains", "General Examination of Shangshu", "Collection of Popular Treatises by Gu Jigang", etc. 2. Four ancient scholars mentioned in the text Cheng Xiang (1033-1107), a philosopher and educator in the Northern Song Dynasty. His courtesy name is Uncle Zheng, and scholars call him Mr. Yichuan. He is from Luoyang. Zeng and his brother Cheng'e studied under Zhou Dunyi, and they were both the founders of Neo-Confucianism in the Northern Song Dynasty. They were known as "Er Cheng" in the world. Er Cheng's theory was later inherited and developed by Zhu Yu, also known as the "Cheng-Zhu School". He went to Chongzheng Palace to tell stories and opposed Wang Anshi's new policy. His works include "Yi Zhuan", "Yan Zi's Favorite Theory of Learning", etc. Zhang Zai (1020-1077), a philosopher of the Northern Song Dynasty. Zihou, also known as Mr. Hengqu, was born in Hengqu Town, Yun County, Fengxiang (now Mei County, Shaanxi Province). He once served as secretary of Chongwen College. He lectured on Guanzhong, so his school was called "Guanxue", and he wrote Bu Zhengmeng, Jing Xue Li Ku, Yi Shuo, etc. Dai Zhen (1723-1777), a thinker and scholar in the Qing Dynasty. The courtesy name is Dongyuan, a native of Xiuning County, Anhui Province. Asked and learned from Chiyuan Jiangyong. During the reign of Emperor Qianlong, he was editing the "Sikuquanshu", and he was appointed as the compiler and editor. He stayed in the library for five years and died of illness. His works include "Yuanshan", "Yuanxiang", "Mencius' Symbols and Meanings", "Sound and Rhyme Research", "Sound Classification Table", "Dialects and Dialects", etc. Later generations compiled "Dai's Posthumous Letters". Zhu Yu (1130-1200) was a philosopher and educator in the Southern Song Dynasty. The courtesy name is Yuanhui, the first character is Zhonghui, the nickname is Hui'an, also known as Ziyang, and he is a native of Poyuan, Huizhou (now part of Jiangxi). He once served as editor and editor of Secret Pavilion. He wrote extensively about classics and made varying degrees of contributions to classics, history, literature, music and even natural science. In philosophy, he developed Er Cheng's theory, integrated the culmination of Neo-Confucianism, and established a complete relationship between Neo-Confucianism and objective idealism, which is known as the Cheng-Zhu School in the world. His Neo-Confucianism has always become a theoretical tool for the later feudal landlord class to rule the people, and was mentioned as the authentic Confucianism in the Ming and Qing dynasties. His works include "Collected Commentary on Chapters and Sentences of the Four Books", "Original Meaning of Zhouyi", "Collected Poems", "Collected Commentary on Chu Ci", as well as "Collected Works of Mr. Hui'an Zhu Wengong" and "Zhu Ziyu Lei" compiled by later generations. 3. The source of "It is better to have no books than to have all the books" in Mencius: "All the Hearts": "Mencius said: It is better to have no books than to have all the books. I only took two or three strategies from Wucheng." Zhu Mu's note: "Chengzi He said: Words used to convey events are often given too much weight, and scholars should only understand their meaning. If they insist on words, they may be harmful to the meaning, and it is better to have no books. "Wucheng, Zhou Shu Chapter. Name: King Wu Dai Zhou, an old book that records events. The words of the two or three policies cannot be fully believed. Cheng Zi said, "It is just a method of opposing government and benevolence."

"Also, the punctuation and annotations of Professor Yang Bojun's "Meng Liao's Translation and Annotation": "Meng Liao said: 'It is better to have no "Book" than to believe in the "Book". "I wrote "Fu Cheng" and only took two or three strategies. Benevolent people are invincible in the world, and even if benevolence is defeated, how can there be such a shedding of blood? "(Translation: "Mencius said: 'It would be better to have no book if you fully believe in "The Book"." For the "Wucheng" chapter, I only took two or three pages. A benevolent person has no rival in the world, so take King Wu of Zhou How could a very benevolent person come to sue an extremely unbenevolent person like Shang Zhou, so that he could bleed so much that even the long pieces of wood used for pounding rice would float? (叩) I hope this can solve your problem