1. Appreciation of Comments on Classical Chinese
Appreciation of Comments: 1. Dialogue between teachers and students is a consistent approach in The Analects of Confucius, but the scene in this article is very specific and vivid.
The expressions and states of mind of teachers and students are clearly visible, like a miniature narrative: Characters: Confucius and his four disciples. Event: A disciple sat down to discuss his ideals with his teacher.
Details: 1. Expression and demeanor: Zilu led you, and the Master smashed it; 2. Actions: sitting, playing the harp, playing the harp, etc.; 3. The language is abbreviated. 2. The characters have outstanding personalities.
Confucius’ gentle words and gentle words: let his disciples express their own aspirations, encourage them to speak actively, and not be restricted by their age and status. When a disciple speaks, even if he disagrees with it, he will never embarrass himself in public. For example, when Zi Lu spoke rashly, the master just "snapped" him. The "snapped" here does not mean to ridicule, but at most he smiles generously.
Later, when the disciple spoke, he did not comment, listened patiently, and asked the next question. After hearing Zeng Xi's speech, he couldn't help but admire: I am the same as Dian Ye! It can be seen that Confucius sincerely praised the realm mentioned by Zeng Xi, and made no secret of his own tendencies. He was both tolerant and conciliatory, and the image of a wise elder emerged vividly on the page.
The three disciples have the most outstanding personalities, Zi Lu’s rashness and refusal to give in, Ran You and Gong Xihua are more humble than the other, Zeng Xi’s cool and unrestrained style...the most outstanding ones are It was Zilu and Zeng Xi. The Analects of Confucius mentioned Zilu's bravery and straightforwardness several times. This time he was the first to speak, without any humility. He only used the word "shuer" in his description, which shows his impulsive character. Zeng Xi seemed to be playing the drums all the time. On the one hand, he created a relaxed conversation atmosphere for the teacher-student dialogue. On the other hand, it also showed his free and easy personality. He was like a background musician on a talk show, with a very artistic temperament.
He is also very good at expressing himself. The situations he describes are harmonious, beautiful, and fascinating. Even if he shows them to us modern people, we still appreciate that kind of life situation very much: spring clothes are ready, friends are invited, and Yishui River Take a bath, dance on the altar, enjoy the breeze, and come back singing. If this is regarded as the highest state of governance, it is commendable. It conforms to Confucius' highest ideal of governing the country with rituals and music, and can be praised by Confucius. Even if it is another possibility: Zeng Xi is an idle scholar who does not want to participate in the governance of the world and only wants to cultivate himself. For example, Taoism's rule by doing nothing is not inconsistent with Confucius' thoughts, so it can also be echoed by Confucius. Perhaps in Confucius' heart, he was a little tired of the lobbying that he knew was impossible but did not do it. This is A subtle understanding of the teacher's indescribable state of mind, so it was also a different point for Confucius.
Finally, Confucius’ other comments on the three disciples all adhered to his consistent views: serve the country with courtesy and have a humble personality. 3. The writing is compact, closely centered on the "statement of ambition", the scale is exciting, vivid and tortuous, and the main purpose is demonstrated.
Needless to say, this point can be understood through the previous analysis. 2. Appreciation of Comments in Classical Chinese
Appreciation of Comments:
1. Teacher-student dialogue is a consistent technique in The Analects of Confucius, but the scene in this article is very specific and vivid. The expressions and states of mind of teachers and students are clearly visible, like a miniature narrative:
Characters: Confucius and his four disciples. Event: A disciple sat down to discuss his ideals with his teacher. Details: 1. Expression and demeanor: Zilu leads you, Master slaps him; 2. Actions: sitting, playing the harp, playing the harp, etc.; 3. The language is abbreviated.
2. The characters have outstanding personalities. Confucius's gentle words and gentle words allowed his disciples to express their own aspirations and encouraged them to speak actively without being restricted by their age and status. When a disciple speaks, even if he disagrees with it, he will never embarrass himself in public. For example, when Zi Lu spoke rashly, the master just "snapped" him. The "snapped" here does not mean to ridicule, but at most he smiles generously. Later, when the disciple spoke, he did not comment, listened patiently, and asked the next question. After hearing Zeng Xi's speech, he couldn't help but admire: I am the same as Dian Ye! It can be seen that Confucius sincerely praised the realm mentioned by Zeng Xi, and made no secret of his own tendencies. He was both tolerant and conciliatory, and the image of a wise elder emerged vividly on the page.
The three disciples have the most outstanding personalities, Zi Lu is rash and unyielding, Ran You and Gong Xihua are more humble than the other, Zeng Xi is cool and unrestrained... The most outstanding ones are Zi Lu and Zeng Xi, " "The Analects of Confucius" mentioned Zilu's bravery and straightforwardness several times. This time he was the first to speak, without any humility. He only used the word "shuer" in his description, which shows his impulsive character.
Zeng Xi seemed to be playing the drums all the time. On the one hand, he created a relaxed conversation atmosphere for the teacher-student dialogue. On the other hand, it also showed his free and easy personality. He was like a background musician on a talk show, with a very artistic temperament. He is also very good at expressing himself, and the situations he describes are harmonious, beautiful, and fascinating. Even if he shows it to us modern people, we still appreciate that kind of life situation: spring clothes are ready, making friends, taking a bath in Yishui, dancing on the altar Blow the wind and come back singing. If this is regarded as the highest state of governance, it is commendable. It conforms to Confucius' highest ideal of governing the country with rituals and music, and can be praised by Confucius. Even if it is another possibility: Zeng Xi is an idle scholar who does not want to participate in the governance of the world and only wants to cultivate himself. For example, Taoism's rule by doing nothing is not inconsistent with Confucius' thoughts, so it can also be echoed by Confucius. Perhaps in Confucius' heart, he was a little tired of the lobbying that he knew was impossible but did not do it. This is A subtle understanding of the teacher's indescribable state of mind, so it was also a different point for Confucius. Finally, Confucius' other comments on the three disciples all adhered to his consistent views: serve the country with courtesy and have a humble personality.
3. The writing is compact, closely focused on the "statement of ambition", the scale is exciting, vivid and twists and turns, and the main purpose is demonstrated. Needless to say, this point can be understood through the previous analysis. 3. How to evaluate the teaching of classical Chinese?
Regarding the classroom teaching of classical Chinese, my country’s front-line Chinese teachers have gotten rid of the misunderstanding of only teaching classical Chinese knowledge, strengthened the interpretation of classical Chinese texts, and encouraged students to actively participate Come to class discussions.
However, many Chinese language teachers do not yet have the awareness to reflect and evaluate the actual teaching results in a timely manner. Even if they have evaluations, they mostly examine knowledge points based on the requirements of the test points, which results in poor teaching and research results. The disconnection from teaching practice, as well as the separation of teaching objectives and teaching evaluation. This article intends to explore a more suitable evaluation method for classical Chinese reading quality from three aspects: classroom evaluation, homework evaluation and examination evaluation based on the three-dimensional goals required by the new curriculum standards.
1. Classroom evaluation Classroom evaluation is closely related to the development of classroom activities. Classroom teaching of classical Chinese generally includes the following teaching activities: (1) Reading Reading is not only a reading method, but also a teaching method. The academic circle has The understanding of the meaning of recitation differs from person to person and is still controversial to this day. According to the generally accepted understanding in the academic circles, the so-called recitation refers to a method of reading the pronunciation of characters accurately, reading sentences clearly, and on this basis, understanding the meaning of the text.
In ancient my country, both official schools and private schools generally used the teaching method of reciting Hanyong. However, due to some teachers' understanding of the reciting method was biased, they tended to be formal in their application, resulting in reciting once. Fade out of Chinese classroom teaching. In recent years, the academic community has gradually realized the important position and role of recitation in Chinese classroom teaching, and recitation has returned to the Chinese classroom.
The evaluation of students’ classical Chinese reading should mainly adopt the method of performance evaluation. This is because although the primary obstacle to reciting classical Chinese is to clear up the words and sentences, the purpose of reciting is to understand the meaning of the text. Therefore, teachers' guidance and evaluation of students' recitation should still be combined with understanding the meaning of the text.
In terms of specific evaluation language, some teachers like to use "you read well" or "you read not well enough" to evaluate students' reading, but what is "good" and "bad"? "There is no clear explanation. Over time, students will not take the teacher's evaluation to heart. The purpose of reading is to promote students' understanding of the work. When evaluating, teachers can connect the students' reading with the author's thoughts and feelings. For example, "The tone of your reading is a bit bland. The author felt guilty when he said this sentence." What tone should I use when reading "Nicks" when I feel guilty? "What looks like an evaluation is actually a language that guides students so that they can clearly understand the strengths and weaknesses of their own reading and make timely improvements.
(2) Translation: The current evaluation of students’ translation by Chinese language teachers still revolves around the requirements of the test points, and the corresponding knowledge points are evaluated mechanically and in isolation, and usually use quantitative evaluation methods, that is, students When translating, if an important knowledge point is answered correctly, corresponding points will be obtained. Even if the students express their meaning, but the knowledge points do not correspond completely one-to-one, the corresponding points will be deducted. This mechanized evaluation method prevents students from understanding and translating the meaning of the text individually and can only memorize it mechanically according to the teacher's standard answers.
The author believes that this evaluation method is still aimed at the investigation of the meaning of classical Chinese words. Since it is translation, the inspection content should be the meaning of the words in the text context, and the evaluation should also be the meaning of the words in the language. The meaning in the context, if you continue to score points at this time, it will separate the connection between the inspection content and effective evaluation. In fact, for translation, especially classical Chinese texts with typical aesthetics, we can relax the requirements for accurate word correspondence and adopt the "poetic strategy" advocated by modern translation studies for translation and evaluation, because "loyalty to the original text" does not mean literal It means a one-to-one correspondence, but strives to be consistent with the original text in terms of literary meaning, style, aesthetics, etc.
Of course, it is still difficult for middle school students to reach this level, but teachers can provide guidance in teaching, especially in evaluation. Over time, you will definitely get twice the result with half the effort.
2. Homework Evaluation Currently, classical Chinese reading homework for middle school students is generally divided into three categories: recitation, dictation, translation and extracurricular reading. Assignments such as memorizing and dictating will undoubtedly require absolute evaluation.
As mentioned above, translation can also adopt a performance evaluation method or a grading method, which will not be elaborated here. In terms of extracurricular reading assignments, current extracurricular reading of classical Chinese mostly selects works that are related to or similar in stylistic form to the texts being studied, as well as works that are similar to the knowledge points of the texts being studied. The question types are basically the same as The test question types remain consistent, mainly including the meaning of important words, sentence translation and understanding of text content.
The author believes that this kind of homework is still evaluated for the sake of examination and evaluation. The teaching goal of classical Chinese is to achieve great progress and development in students' knowledge, abilities, thinking, emotions, etc. Therefore, extracurricular reading, which is originally very flexible, should be flexibly designed and adjusted according to the needs of students, the characteristics of classical Chinese texts, and the conditions and goals of teaching. For example, more open questions can be set in question types to allow students to have a personalized understanding of the text.
3. Examination evaluation There are two main types of questions in the examination of classical Chinese in general examinations. One type of question is the dictation of famous sentences in the text, which also includes the dictation of ancient poems. The evaluation method is absolute evaluation; the other type of question is the dictation of famous sentences in the text. One type of questions is similar to the extracurricular reading mentioned above, and is also designed according to the exam syllabus and standards of the high school entrance examination or college entrance examination. The author believes that the teaching objectives required by the new curriculum standards are not completely consistent with the examination syllabus. In this case, we should try to move closer to the requirements of the new curriculum standards, because the new curriculum standards are uniformly formulated by experts in the education and teaching field, while the examination syllabus is different from each other. Each region is formulated based on actual conditions.
The new curriculum standards are more inclined to cultivate students' various qualities and abilities. Therefore, the goal setting and evaluation standards of classical Chinese teaching should also be based on the new curriculum standards as the main reference. The author believes that the examination of classical Chinese reading ability can take various forms, such as conducting collaborative research in groups, exploring difficult-to-understand sentences in classical Chinese works, completing the writing of short essays or writing a short composition in the form of classical Chinese, etc. wait.
In summary, the current evaluation form of classical Chinese reading quality in middle schools is relatively single, the evaluation standards are too utilitarian, and there are certain differences between evaluation and goals. To solve these problems, we must also base the teaching of classical Chinese on the new curriculum standards. goals and requirements, and effectively combine the students' goals and requirements. 4. How to write and pay attention to ancient prose appreciation, comments, and discussions
If you are dealing with homework and exams, you can still know a thing or two. If it is an expert comment, I can't help much.
Ancient Chinese commentaries are actually very simple. They are roughly divided into several parts. These parts can be written interspersed with each other, and paragraphs can be allocated in a variety of ways. It doesn’t have to be divided into the following parts.
1. Explain the meaning of ancient prose, that is, the things and viewpoints told in ancient prose. 2. Explain the author’s life and the social background of the era in which this ancient article was written.
3. By understanding the social background at that time, analyze or elaborate on the author’s state of mind at that time and the inner emotions expressed in the ancient text. 4. If you are an expert, it is possible to analyze it in reverse and understand the social background and related historical events at that time through the appreciation of ancient texts. I do not have that ability.
5. The influence of this ancient text on later generations. The latter here not only refers to the present world, but may also be the historical influence on the author in the future, such as literary influence, influence of certain post-historical events, etc.! That's all, I hope it can be helpful to you. If you are dealing with homework and exams, you can also know a few things. If it is an expert comment, I can't help you much. Ancient Chinese commentaries are actually very simple. They are roughly divided into several parts. These parts can be written interspersed with each other, and paragraphs can be allocated in a variety of ways.
It doesn’t have to be divided into the following parts. 1. Explain the meaning of the ancient text, that is, the things and opinions expressed in the ancient text.
2. Explain the author’s life and the social background of the era in which this ancient article was written. 3. By understanding the social background at that time, analyze or elaborate on the author's state of mind at that time and the inner emotions expressed in the ancient text.
4. If you are an expert, it is possible to analyze it in reverse and understand the social background and related historical events at that time through the appreciation of ancient texts. I do not have that ability. 5. The influence of this ancient text on later generations. The later generations here not only refer to the current world, but may also be the historical influence on the author in the future, such as literary influence, influence of certain post-historical events, etc.! That's all, I hope it helps. 5. How to write and pay attention to ancient prose appreciation, comments, and discussions
If you are dealing with homework and exams, you can still know a thing or two. If it is an expert comment, I can't help much.
Ancient Chinese commentaries are actually very simple. They are roughly divided into several parts. These parts can be written interspersed with each other, and paragraphs can be allocated in a variety of ways. It doesn’t have to be divided into the following parts.
1. Explain the meaning of ancient prose, that is, the things and viewpoints told in ancient prose.
2. Explain the author’s life and the social background of the era in which this ancient article was written.
3. By understanding the social background at that time, analyze or elaborate on the author’s state of mind at that time and the inner emotions expressed in the ancient text.
4. If you are an expert, it is possible to analyze it in reverse and understand the social background and related historical events at that time through the appreciation of ancient texts. I do not have that ability.
5. The influence of this ancient text on later generations. The latter here not only refers to the present world, but may also be the historical influence on the author in the future, such as literary influence, influence of certain post-historical events, etc.!
That’s all, I hope it helps. 6. Extracurricular classical Chinese reading
Sub-topic 1: Casual, lazy, go to... Break than sub-topic 2: ① There is no sooner or later in learning, I am just afraid that I will be diligent at the beginning and then slack off.
②I know that he will definitely reach his destination before the person who sets out when the rooster crows. Question 3: Diligence leads to excellence in work, while playfulness leads to waste.
Diligence can make up for weakness, every inch of time is worth every inch of gold. Comments: Translating classical Chinese sentences is a must-read question in classical Chinese reading. There are generally two methods for translating classical Chinese sentences, literal translation and free translation. Literal translation is often used in high school entrance examinations.
Literal translation pays attention to the implementation of every word, especially the meaning of key words must be presented. To translate classical Chinese sentences, you must first know the meaning of classical Chinese words. Of course, when translating classical Chinese sentences outside of class, it is also a better method to put them into context and make inferences based on the context.
Small question 3: Test question analysis: "Famous sentences about 'diligence'" should have accumulated a lot in daily life. In the textbook Chinese text "Preface to Ma Sheng in Dongyang", we should have accumulated some examples and famous sayings . Such as being diligent in your work and being lazy in your work.
Diligence can make up for weakness is a good lesson, every minute of hard work equals talent. The lights are on at three o'clock and the chicken is on at five o'clock, which is when men are studying.
Comments: Chinese is a highly accumulating subject, and your daily accumulation may come in handy at some point. Therefore, in our daily study and life, we should accumulate some idioms, stories, famous quotes, sayings, famous sentences from ancient poems, etc.
In this way, not only can you prepare for emergencies during the exam, but you can also increase your interest in learning and improve your taste.
7. Analysis of key points in reading classical Chinese texts
"365 Online Q&A Teachers" will help you answer the requirements in the test instructions: 1. Understand the meaning of common classical Chinese content words in specific contexts. 2. Understand common classical Chinese function words ( The meaning and usage of (zhi, its, and, to, in, nai, although, for, who, and, then, even, however, and) in the article. 3. Understand and translate the sentences in the article. 4. Understand the article 5. Analyze and summarize the author's views and attitudes expressed in the article. 6. Have your own experience and insights into the content, language and writing method of the article: 1. Recitation of classical Chinese poems is required. Don't omit a word, add a word, overturn a word, or change a word. When writing classical Chinese poetry and prose sentences silently, you must not only connect the sentences before and after, but also write every word well. Generally speaking, you should write four sentences of poems and two sentences of prose in silent writing for the high school entrance examination. , pay special attention to the famous sentences in the recited chapters. Remember and correct the typos in your previous dictation. 2. The understanding and appreciation of ancient poetry should focus on the ancient poems, lyrics and music that appear in the reading chapters in each textbook, and pay attention to the accumulation of common knowledge about ancient culture and literature. Especially the annotations in the textbook; you must have a good understanding of the appreciation guidance and exercises in "Chapter Click", and have an accurate understanding of the poems, the main content and writing intention of the poems, and the author's thoughts and feelings. 3. For some famous works, You should also know the author's name, era of life and title of the article. 4. Master the meaning of common content words in classical Chinese and the usage of 6 function words. Generally speaking, the special usages in ancient Chinese are: polysemy, false use of words, inflection of parts of speech, and ancient and modern idioms. Therefore, special attention should be paid to such words in the text, and the usage of the 150 content words and 6 function words included in "Chapter Click" must be understood, especially the meanings that appear in junior high school textbooks. 5. There must be some meanings in sentence translation. Sensitive awareness of "special sentence patterns". For example, in omitted sentences, pay attention to adding the omitted subject and object; such as judgment sentences, inverted sentences (preposition of object, postposition of adverbial), passive sentences, rhetorical questions, etc. When translating, be sure to Implement the meaning of key content words and the usage of function words, and the mood and sentence pattern of the translated sentence must be consistent with the original sentence. 6. When reading extracurricular classical Chinese, don’t be nervous when you encounter words you don’t know or words you didn’t think of at once, and connect it to the context. , combine the plot of the story (article), understand (guess) its meaning, bring the words to the article to understand, remember that translation cannot be separated from the article. If there are annotations under the selected text, be sure to make full use of the prompting function of the annotations. 7 .When reading paragraphs in class, you should pay attention to the summary of the main content of the selected text. If it is within the scope of your own review and control, you can of course answer the questions from memory; if you do not review well or remember clearly, you should carefully read the selected text and collect it. Process the information and then make a reasonable and concise statement. When reading extracurricular classical Chinese, pay attention to the understanding of the principles contained in the article or the summary and refinement of the character traits of the characters in the article.
8. Classical Chinese Reading Read the following classical Chinese text and complete questions 2~5
Analysis (1) There are many polysemy phenomena in classical Chinese texts, so when answering questions, you must put the content words back into the original text and combine the context and We can use the grammatical relationship of this sentence to infer the meaning of the content words. "Zhongshu asked Zhang to say Shanzhi" means that Zhongshu asked Zhang to say that he appreciated his suggestion. "Shan" is used here as a conative, thinking...good, appreciating. (2) ① Showing insight, ④ showing kindness, ⑥ showing judging the situation. This type of questions often involves the screening of eight comprehensive types of information: character behavior, character opinions, character emotions, character thoughts and morals, character personality, character ambitions, character intelligence, and selected articles. , when answering the question, you must find the correct range in the original text, the correct object, and be aware of your emotions. Avoid being pretentious, taking quotes out of context, and making things out of nothing. (3) According to the original text, it can be seen that Li Linfu was worried that Pei Kuan would become more famous and threaten his position, so he colluded with Pei Dunfu. , trying to borrow a knife to kill someone. Based on the situation of college entrance examination questions in recent years, the types of errors in the selection of such questions can be divided into misplaced information, misinterpretation of words, imposing cause and effect (or inversion of cause and effect), making something out of nothing, and confusing right and wrong to make things not happen in the text. The information must be stated as inevitable, etc. When solving the question, candidates should check the question correctly, follow the text and analyze it correctly. (4) This question tests the ability to understand and translate sentences. When answering, you must first return to the context. Understand the overall meaning of the sentence according to the context, and then think about the assigning points that the proposition writer may determine. First, find out the key content words and function words, check whether there are any special sentence patterns, and use "retain", "delete", "tune" and "change" The method of "supplementing" is mainly literal translation, supplemented by free translation. According to the standards of modern Chinese, the translated content is appropriately adjusted to achieve smooth words and sentences. ① "Qi" in the sentence means "self"; "think" means " The omission of "take it as" makes her become; "how can". ② In the sentence, "see" means to be; "beggar" means to request; "for" means to do; and the subject "court" is omitted before "not allowed". Answer (1) B (2) C (3) D (4) ① If you love your daughter, you must make her the wife of a virtuous prince. How can you judge a person by her appearance? (1 point each for "think" and rhetorical question, 1 point for smooth statement) ② Pei Kuan was afraid that he would eventually be killed, so he asked to become a monk, but the court refused. (1 point each for "see" and "beggar", the subject of "not allowed" Supplementary 1 point) Reference translation: Pei Kuan was broad-minded and astute, good at riding, shooting, playing chess, and throwing pots, and he was proficient in writing and poetry. During the Jingyun period, Ren Runzhou joined the military. Wei Shen, the governor, had a daughter and planned to choose a suitable son-in-law, so he went to the building during the holidays. , saw someone burying something in the vegetable garden in the backyard, Wei Shen asked his officials, and replied: "Pei Kuan, who joined the army, lives there." The officials came with him, Wei Shen asked him what he was doing, and Pei Kuan replied: "I swore not to defile my family by taking bribes. Someone just happened to bring venison. I put it down and left. I didn't dare to deceive myself, so I buried it." Wei Shen sighed and admired him, so he recommended him to be a procurator and betrothed his daughter to him. After his wife returned home, Wei Shen said to his wife: "I have often looked for a good son-in-law, and now I have found it." The next day, Wei Shen asked his tribe to look at him behind the curtain. Pei Kuan was wearing green clothes, and his body was thin and long. After entering the house, the tribesmen laughed at him and called him "Jade Stork". Wei Shen said: "If you love your daughter, you must make her the wife of a good prince. How can you judge a person by his appearance?" Finally, he married his daughter. Pei Kuan. Pei Kuan passed the examination and was appointed Prime Minister of Henan, promoted to Wei of Chang'an, and changed to Dr. Taichang. The Ministry of Rites suggested that music should be played in the ancestral temple on the day of death. Pei Kuan suggested based on human sentiment: "If the person being sacrificed has a high status and the deceased has a low status, then If the person being sacrificed is of low status and the deceased is of high status, there will be no music." (The death anniversary mentioned here mainly refers to the anniversary of the death of a member of the royal family; the temple is an ancestral temple dedicated to the previous emperor or other members of the royal family. Because There are also differences in seniority among members of the royal family, so there are certain particularities in playing temple music.) Zhongshu Ling Zhang expressed his appreciation for his suggestion and asked the court to follow Pei Kuan's suggestion. Ma Chongguang killed people under the sun, and (Huo Guogong) Wang Mao Zhong was favored at the time and planned to take bribes to exonerate him, but Pei Kuan refused to comply. In the early years of Tianbao, Pei Kuan was promoted from the prefect of Chenliu to Fan Yang Jiedu Envoy. At that time, Peking Military Envoy Wu Cheng'en was the leader of the Hu people. He colluded with the eunuchs and repeatedly demanded and accepted bribes. Pei Kuan punished him in accordance with the law. He Sengxian, the governor of Tanzhou, captured dozens of people, but Pei Kuan released them all. Therefore, Yi Xia was grateful and surrendered. Three years later, Zhao Pei Kuan entered the dynasty and served as the Secretary of the Ministry of Household Affairs and the imperial censor. It happened that he was about to enter the dynasty in the north of Hebei Province. He praised Pei Kuan's political achievements and said that the people of Han Dynasty still missed him. After hearing this, the emperor sighed and admired him and regarded him more highly. Pei Dunfu was pacified. The pirates returned to the court and falsely reported their military exploits. Pei Kuan secretly reported the falsehood to the court. Li Linfu was worried that he might become the prime minister.
Prime Minister, and hated his friendship with (his political rival) Li Shizhi, so he leaked Pei Kuan's memorial to anger Pei Dunfu. Pei Dunfu was willful and rude, thinking that Li Linfu treated him sincerely. However, his subordinates Cheng Zangyao and Cao Jian were involved in other matters Pei Kuan took the initiative to surrender to the Yushitai, and Pei Kuan arrested them and tried the case. Pei Dunfu thought that Pei Kuan was trying to accuse him, so he hurriedly bribed the concubine's sister with 500 taels of gold, so that he could report the matter to the emperor. As a result, Pei Kuan was demoted to Suiyang Prefect. When the Wei Jian case occurred, Pei Kuan was implicated because of his family relationship and was demoted to Anlu County Biejia. Li Linfu sent Luo Xixi to kill Li Shizhi and also sent him to Anlu in an attempt to intimidate him. He then killed Pei Kuan, who kowtowed and begged, and Luo Xixi left. Pei Kuan was afraid that he would eventually be killed, so he asked to become a monk, but the court refused. He gradually moved to the post of governor of Donghai, and entered the court as the minister of the Ministry of Rites. He was seventy years old. At the age of five, he was given posthumously to the Crown Prince and Tutor.