【部编版】第4课《你是人间的四月天》ppt课件

感谢您下载包图网平台上提供的,PPT,作品，为了您和包图网以及原创作者的利益，请勿复制、传播、销售，否则将承担法律责任！包图网将对作品进行维权，按照传播下载次数进行十倍的索取赔偿！,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,学习目标,了解作者的生平与本诗的写作背景，把握诗歌内容。,（难点）,体会诗歌的语言美，理解作者的情感。,（重点）,培养阅读诗歌的兴趣，体味生命的美好。,（重点）,作者名片,林徽因（,19041955,），原名徽音，福建闽县（今福州）人，,建筑师、作家、新月派诗人,，建筑师梁思成的妻子。中华人民共和国国徽的设计者之一。,她是中国第一位女性建筑学家，被胡适誉为“中国一代才女”,。林徽因文学作品甚多，代表作有,你是人间的四月天,，短篇小说,九十九度中,等。,林徽因,参与国徽设计,天安门人民英雄纪念碑设计,抢救改造传统景泰蓝,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,写作背景,你是人间的四月天,是林徽因的经典诗作，最初发表于,学文,一卷一期（,1934,年,4,月,5,日）。关于本诗的创作意图，有两种说法：一是为悼念徐志摩而作，一是为儿子的出生而作。学术界一般认为是林徽因写给儿子梁从诫的。以表达心中对儿子的希望和儿子出生带来的喜悦。,文体知识,新月派及新月诗,“新月派”是现代新诗史上一个重要的诗歌流派，主张新诗应具备音乐美、绘画美、建筑美三个美学标准。,该诗派大体上以,1927,年为界分为前后两个时期。前期自,1926,年春始，代表人物有徐志摩、闻一多、胡适、梁实秋、朱湘等。他们,提倡新格律诗，主张“理性节制情感”，反对滥情主义和诗的散文化倾向。,1927,年春，“新月派”的主要活动转移到上海，这是后期新月派。后期新月派提出“健康”“尊严”的原则，坚持超功利的、自我表现的、贵族化的“纯诗”立场，讲求“本质的醇正、技巧的周密和格律的谨严”，诗的艺术表现、抒情方式与现代派趋近。,字词,娉,婷（ ） 鲜,妍,（ ）,冠冕,（ ）,呢喃,（ ）,yn,pn,un min,n nn,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,词语解释。,轻灵：,动作轻巧灵活，也指一种轻松、飘逸的心境。,娉婷：,形容女子的姿态美。,鲜妍：,鲜艳。,冠冕：,文中是王冠的意思。冕，古代天子、诸侯、卿、大夫所戴的礼帽，后来专指帝王的礼帽。,呢喃：,拟声词，形容燕子的叫声。,我说你是人间的四月天；,笑响点亮了四面风；轻灵,在春的光艳中交舞着变。,你是四月早天里的云烟，,黄昏吹着风的软，星子在,无意中闪，细雨点洒在花前。,那轻，那娉婷，你是，鲜妍,百花的冠冕你戴着，你是,天真，庄严，你是夜夜的月圆。,雪化后那片鹅黄，你像；新鲜,初放芽的绿，你是；柔嫩喜悦，,水光浮动着你梦期待中白莲。,你是一树一树的花开，是燕,在梁间呢喃，,你是爱，是暖，,是希望，你是人间的四月天！,你是人间的四月天,指梁从诫（林徽因与梁思成之子）,春天中的盛季，一年中最珍贵的季节。,将“你”比作“人间的四月天”，新颖别致，暗含作者对儿子出生的喜悦以及对儿子的珍爱、希望。,整体感知,我说你是人间的四月天；,笑响点亮了四面风；轻灵,在春的光艳中交舞着变。,你是四月早天里的云烟，,黄昏吹着风的软，星子在,无意中闪，细雨点洒在花前。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,那轻，那娉婷，你是，鲜妍,百花的冠冕你戴着，你是,天真，庄严，你是夜夜的月圆。,雪化后那片鹅黄，你像；新鲜,初放芽的绿，你是；柔嫩喜悦,水光浮动着你梦期待中白莲。,你是一树一树的花开，是燕,在梁间呢喃，,你是爱，是暖，,是希望，你是人间的四月天！,我说你是人间的四月天；,笑响点亮了四面风；轻灵,在春的光艳中交舞着变。,诗歌讲解,将,_,拟人化，,_,在春的光艳中交舞着变。将“你”的轻灵、活泼，“我”的欢快、喜悦写得形象生动。,找出拟人句,“笑响”,“笑响”,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,生动形象地写出了“你”笑声的清亮与悦耳，表现了作者内心的欣喜以及对儿子的喜爱。,有着怎样的表达效果？,我说你是人间的四月天；,笑响,点亮,了四面风；轻灵,在春的光艳中交舞着变。,你是四月早天里的云烟，,黄昏吹着风的软，星子在,无意中闪，细雨点洒在花前。,将“你”带来的温暖写得形象生动，表达了诗人由衷的喜悦之情。,找出本体和喻体，并分析作者所表达的感情。,本体,喻体,将静态的“星星”在朦胧的“云烟”中若隐若现的情形写的具体可感，突出了“星子”的动态感，形象生动。,有着怎样的表达效果？,你是四月早天里的云烟，,黄昏吹着风的软，星子在,无意中,闪,，细雨点洒在花前。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,那轻，那娉婷，你是，鲜妍,百花的冠冕你戴着，你是,天真，庄严，你是夜夜的月圆。,应为“你是那轻，那娉婷，鲜妍”，突出了“你”“轻”“娉婷”的特点。使读者感受到作者内心的欣喜之情。,这句话有什么特点？有什么作用？,倒装句,雪化后那片鹅黄，你像；新鲜,初放芽的绿，你是；柔嫩喜悦，,水光浮动着你梦期待中白莲。,写出“你”新生时的娇嫩与美好。,倒装句,写出“你”的柔嫩与生气。,雪化后那片鹅黄，你像；新鲜,初放芽的绿，你是；柔嫩喜悦，,水光浮动着你梦期待中白莲。,本节诗歌中的哪些词语描写了“你”的颜色？说说它们带给你的阅读感受。,它们都是明亮的暖色，给人温润的美感，让人感到温暖、生机与希望。,鹅黄,绿,白,你是一树一树的花开，是燕,在梁间呢喃，,你是爱，是暖，,是希望，你是人间的四月天！,直接表明“我”对“你”满怀希望，同时也表明“你”的新生给“我”带来了新的希望。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,你是一树一树的花开，是燕,在梁间呢喃，,你是爱，是暖，,是希望，你是人间的四月天！,与诗的开篇遥相呼应，更加强烈地表现出了作者对“你”的赞美与喜爱之情。,你是人间的四月天,再读诗歌，说一说：诗歌的每一节分别赞美了什么。,第一节：赞美“你”的,_,。,第二节：赞美“你”的,_,。,第三节：赞美“你”的,_,。,第四节：赞美“你”的,_,。,第五节：赞美“你”的,_,。,轻灵、光艳,轻盈、柔美与恬静,庄重、美好,新鲜柔嫩,爱，暖和希望,深入探究,1.,试分析诗歌第,1,4,节的结构特点。,本诗第,1,至,4,节句式结构基本相同，形成复沓、对称的乐章；将心中的爱以一幅幅四月天丰美的画面作比，节奏明快；排比的句式将画面连接，情感如水面涟漪层层叠叠，荡漾起伏。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,2.,本诗中，“你”字反复出现，试分析其表达效果。,本诗中“你”字反复出现十一次，既突出了主题，又起到了“衬韵”的作用。“你”字的每一次出现，歌颂四月天，不仅是在向“你”倾诉，是一种形式美感与内容美感的深层次结合。,3.,这首诗给人的感觉很美。你认为它美在哪里？请作出简要赏析。,音乐之美：本诗韵脚工整，格律和谐，读来朗朗上口。,情感之美：字里行间洋溢着欢快、欣喜之感，是一首纯真而真挚的爱的赞歌。,意象之美：选取大量四月天的景物，如诗，色彩柔和，动静相宜，昼夜雨雪都被她写得极其纯净美好，营造出了优美的意境。,句式之美：“黄昏吹着风的软”“雪化后那片鹅黄，你像；新鲜初放芽的绿，你是；”以异于寻常的倒装句式，带来一种新奇的阅读美感。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,结构梳理,你是人间的四月天,四月天、笑,轻灵光艳,云烟、黄昏、星子、细雨,柔美恬静,轻、月圆,鲜妍庄严,鹅黄、绿、白莲,新鲜柔嫩,花开、燕、四月天,希望生机,爱与希望,新生的喜悦,主旨归纳,这首抒情诗中，诗人使用了描写和抒情的表达方式，极力抒写“你”是“人间的四月天”，,表达了心中对儿子的希望和儿子出生给作者带来的喜悦,。,拓展延伸,断续的曲子，最美或最温柔的夜，带着一天的星。记忆的梗上，谁不有两三朵娉婷，披着情绪的花无名的展开野荷的香馥，每一瓣静处的月明。,记 忆,林徽因,湖上风吹过，头发乱了，或是水面皱起像鱼鳞的锦。四面里的辽阔，如同梦荡漾着中心彷徨的过往不着痕迹，谁都认识那图画，沉在水底记忆的倒影！,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,课后作业,通过网络、图书等方式查阅更多关于林徽因的资料。,读一读林徽因的其他作品。,谈创造性思维,R,九年级上册,1培养学生的创新意识。学习做一个富有创造性的人。,2理解本文的中心论点和分论点。,3理解并运用事实论据。,学习目标,阅读古诗,题西林壁,思考问题。,横看成岭侧成峰，,远近高低各不同。,不识庐山真面目，,只缘身在此山中。,题西林壁,苏轼,新课导入,横看,侧看,同样一座山峰为什么看到的是不同的样子？我们可以得到哪些启示？,从不同的角度看待同一个事物结果往往是不同的。由此，我们可以得知很多事物的答案并不止一个。,罗迦,费,因格,1948,年生，当代美国实业家、学者、创造学家，是“创意思考顾问公司”的创立人与总裁。曾任加利福尼亚创意顾问。著作有,当头棒喝,、,创造性纸牌,等。“唯一真正快乐的人们是儿童和富有创造性的那一部分人”是他的名言。,走近作者,1,、什么是议论文？,议论文是以议论为主要表达方式，通过摆事实、讲道理，直接表达作者观点和主张的常用文体。,知识备查,2,、议论文的要素,三要素,论点,论据,论证,就是作者在文中加以阐述和证明的,主张和看法。,是支撑论点的材料，是作者用来证,明论点正确的理由和根据。,运用论据证明论点的过程和方法。,3,、议论文的论证方式：,立 论,直接提出并阐明论点的论证方式。,驳 论,通过反驳对立的论点来阐明自己,的论点的论证方式。,4,、论据可分为两种：,事实论据 道理论据,5,、常见的论证方法：,例证法 引证法 喻证法 较证法,注音：,根深,蒂,固（,）,孜,孜不倦（,）,汲,取（,）,锲,而不舍（,）,模,（,）式,驾,驭,（,）,解词：,根深蒂固：,孜孜不倦：,不言而喻：,锲而不舍：,字词积累,注音：根深,蒂,固（,d,）,孜,孜不倦（,z,）,汲,取（,j,）,锲,而不舍（,qi,）,模,（,m,）式,驾,驭,（,y,）,解词：,根深蒂固：,比喻根基深厚牢固，不可动摇。,孜孜不倦：,勤奋努力，不知疲倦。,孜孜，勤勉。,不言而喻：,不用说就可以明白。,喻，明白。,锲而不舍：出自荀子劝学 “,锲而舍之，朽木不折；锲而不舍，金石可镂。,”指雕刻一件东西，一直刻下去不放手，后,比喻做事有恒心,有毅力。,快速朗读课文，思考作者在文章中首先告诉了我们什么问题？,作者在作者在文章中首先告诉了我们,事物的正确答案不止一个,。,整体感知,本文论述了哪几个问题,?,1,、事物的正确答案不止一个,(1-3),2,、创造性思维必需的要素,(4-8),3,、是否人人都有创造力,( 9-12),4,、怎样成为有创造性的人,(13),阅读课文开头部分，思考：,1,、本文怎样开头？,2,、这种开头方法有什么好处,?,画出四个图形，提出一个问题。用问题引出论点，结合问题讲道理。,好处：新颖别致，使抽象的议论显得生动形象，通俗易懂，能引起读者的阅读兴趣。,细读感悟,A,惟一的没有角的图形。,B,惟一的仅由直线构成的图形。,C,惟一的非对称性图形。,D,惟一由直线和曲线构成的图形。,结论：,由于看图形的角度不同，四种答案全都正确。即：事物的正确答案不止一个（提出论点）,从这四个图形中找出一个性质与其他三个不同的来，并说明理由。,阅读,4-8,自然段，思考：,创造性思维有哪些必要的要素？,1,、有渊博的知识。,2,、有探求新事物，并为此而活用知识的态度和意识。,3,、有持之以恒的精神和毅力（不断地尝试）。,作者是如何来论证他的观点的？,举例论证：,1,、约翰,古登贝尔克将葡萄压榨机和硬币打制器组合起来，发明了印刷机和排版术。,2,、罗兰,布歇尔把电视接收器作为试验对象，发明了对战型的乒乓球游戏，从此开始了游戏机的革命。,这两个事例是为了证明：“发挥创造力的真正关键，在于如何运用知识”,为什么说“事物的正确答案不止一个”？,由于背景的不同，考虑问题角度的变化，知识积累的差异等原因，事物的正确答案往往不止一个。,阅读,结尾部分,，思考：,某心理学专家小组以实际从事创造性工作的人与不从事此类工作的人为对象进行了调查研究，并得出如下结论：“富于创造力的人，认为自己具有创造力；缺乏创造力的人，不认为自己具有创造力。”,区别一个人是否拥有创造力，主要依据是什么？,拥有创造力的人：没有拥有创造力人：,认为自己具有创造力认为自己没有创造力,区分二者的根据之一是,拥有创造力的人留意自己细小的想法,结论：,人人都具有创造力,快速朗读课文，思考怎样才能做一个富有创造力的人呢？,（,1,）要经常保持好奇心，不断积累知识。,（,2,）不满足于一个答案，而去探求新思路，去运用所获得的知识。,（,3,）一旦产生小的灵感，相信它的价值，并锲而不舍地把它发展下去。,本文运用了摆事实，讲道理的论证方法，逐层深入的论证了怎样才能成为一个有创造性的人，使我们认识到思维方式，知识，活用知识的观念对于创造性人才培养的重要性，创新是思想火花的迸射，是人类前进的动力。人类社会的车轮正是在创新中前进的。二十一世纪是创新的世纪。让我们张开创新的翅膀，在开放的世界中任翱翔，老师相信，不久的将来，你们定会熠熠闪光。,你能看出的有什么？,课后作业,一个圆，你会把它想象成什么？,天文学家：,这是新发现的天体的运行轨道。,数学家：,这是正负数的分界点。,艺术家：,这正是世界上最完美的图形。,饥饿的人：,充其量是一只喷香的大饼。,