河中石兽部编版ppt课件

状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,百闻不如一见，百见不如一干。,不经一事，不长一智。,不挑担子不知重，不走长路不知远。,实践是知识的源泉，知识是生活的明灯。,新课导入,实践出真知,24,河中石兽,积累文言字词，疏通文意，把握文章主要内容。,（重点）,分析人物形象，把握作者的观点；学习叙议结合的写作手法。,（难点）,理解实践出真知的道理，培养独立思考的习惯，训练质疑思辨能力。,（重点）,学习目标,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,字晓岚，直隶献县（今属河北）人。,纪昀,清代文学家、学者。,曾任,四库全书,总纂官，编定,四库全书总目提要,。,著有,纪文达公遗集,和笔记小说集,阅微草堂笔记,。,作者简介,背景链接,本文选自,阅微草堂笔记,卷十六（上海古籍出版社,1980,年版）。题目是编者加的。乾隆三十三年（,1768,），纪昀因卷入盐政亏空案，被发配至乌鲁木齐。他沿途与当地人积极交流，搜集各种狐鬼神仙、因果报应、劝善惩恶等乡野怪谈和奇闻逸事，写了不少作品，后整理成册，即为著名的,阅微草堂笔记,。,笔记体小说,创作形式,是一种带有,散文化倾向,的小说创作形式。,特征,兼有,“,笔记,”,和,“,小说,”,的特征。,种类,古代笔记体小说是泛指一切用文言文写的志怪、传奇、杂录、琐闻、传记、随笔之类的著作。,内容,涉及天文地理、朝章典制、草木虫鱼、风俗民情、学术考证、鬼怪神仙、逸事琐闻等等。,文体知识,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,河,干,（,）,圮,于河（,）,棹,（,）,曳,（ ）,湮,于沙上（,）,啮,沙（,）,坎,穴（,）,溯,流（,）,臆,断（,）,铁,钯,（,） 木,杮,（,）,欤,（ ）,n,p,zh,o,y,yn,ni,kn,s,y,p,f,i,字词学习,y,朗读课文，读准字音、节奏，读出感情。,沧州南一寺,/,临河干,，,山门,/,圮,(p),于河，二石兽,/,并沉焉。阅,/,十余岁，僧,/,募金重修，求,/,石兽于水中， 竟不可得。以为,/,顺流下矣，棹数小舟，曳,/,铁钯，寻十余里，无迹。,一讲学家,/,设帐,/,寺中，闻之,/,笑曰,:,“,尔辈,/,不能究物理，是非木杮，岂能为,/,暴涨携之去,?,乃石性坚重，沙性松浮，湮于沙上，渐沉渐深耳。沿河求之，不亦颠乎,?,”,众服为确论。,整体感知,一老河兵/闻之，又笑曰:,“,凡/河中失石，当/求之于上流。盖/石性坚重，沙性松浮，水不能冲石，其反激之力，必于石下/迎水处啮沙/为坎穴，渐激渐深，至石之半，石必倒掷坎穴中。如是/再啮，石又再转，转转不已，遂/反溯流逆上矣。求之下流，固颠;求之地中，不更颠乎?,”,如其言，果得于/数里外。然则/天下之事，但知其一，不知其二者多矣，可据理/臆断欤,？,沧州,南一寺,临,河干,，,山门,圮,于河，二石,兽,并,沉焉。,阅,十余,岁,，僧募金重修，,地名，今属河北。,接近，靠近。,倒塌。,河岸。,经过，经历。,年。,字词释义,一起。,求,二石兽于水中，,竟,不可得，以为顺流下矣。,棹,数小舟，,曳,铁钯,，寻十余里无,迹,。,终了，最后。,划（船）。,拖。,农具，用于除草、平土等。,寻找。,踪迹。,译文：,沧州南部的一座寺庙靠近河岸，寺院正门倒塌在河中，（门前）两只石兽一起沉入了河中。过了十多年，僧人募集钱款重修寺庙，并在河中寻找两个石兽，到底没能找到。（寺僧）认为它们顺流而下了，（于是）划着几只小船，拖着铁钯，（向下游）找了十多里，没找到（它们的）踪迹。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,一讲学家,设帐,寺中，闻之笑曰：,“,尔辈,不,能,究,物理,。,是,非,木杮,，岂能,为,暴涨,携之去？乃,石性坚重，沙性松浮，,湮,于沙上，渐沉渐深耳。,沿河求之，不亦,颠,乎？,”,众服为确论。,设馆教书。,你们这些人。,研究、探求。,事物的道理、规律。,这。,削下来的木片。,埋没。,颠倒，错乱。,凶猛的河水。,被。,译文：,一位讲学家在寺庙里讲学，听了这件事笑着说：,“,你们这些人不能推究事物的道理。这（石兽）不是木片，怎么能被大水带走呢,?,石头的特点是又硬又重，河沙的特点是又松又轻，（石兽）埋在沙里，越沉越深罢了。顺流而下寻找它们，难道不荒唐吗,?,”,大家信服地认为这是正确观点。,一老,河兵,闻之，又笑曰：,“,凡,河中失石,，当,求之于上流。盖石性坚重，沙性松浮，水不能冲,石，其,反激之力,，必于石下迎水处,啮,沙为,坎穴,。,巡河、护河的士兵。,落入河中的石头。,河水撞击石头返回的冲击力。,咬，这里是冲刷的意思。,坑洞。,译文：,一位老河兵听了这话，也笑着说：,“,凡是沉在河中的石头，应当从上游寻找它们。因为石头的特点是又硬又重，河沙的特点是又松又轻，水不能冲走石头，（但）水流的反冲力，一定会将石头底下迎着水流的地方冲刷成坑穴，,渐激渐深，至石之半，石必倒掷坎穴中。如是,再啮，石又再转。转转,不已,，,遂,反,溯流,逆上矣。,求之下流，,固,颠；求之地中，不更颠乎？,”,如,其言，果得于数里外。,不停止。,于是。,逆流。,固然。,译文：,（石下的沙坑）越冲越深，延伸到石头（底面）一半时，石头一定会栽倒在坑穴里。,照这样再次冲刷，石头又会再次（向前）翻转。不停地翻转，于是（石头）反而逆流而上了。到下游寻找石头，固然荒唐；在原地寻找它们，不是更荒唐吗,?,”,（人们）依照他的说法（去做），果然在（上游）几里开外找到了（石兽）。,然,则,天下之事，,但,知其一，不知其二者多,矣，可据理,臆断,欤？,既然这样。,那么。,只。,主观地判断。,译文：,那么天下的事，只了解其一，不了解其二的情况太多了，怎么能（只）根据某一个道理就主观地判断呢,?,古今异义,渐沉渐深,耳,（ ）,尔辈不能究,物理,（ ）,求,二石兽于水中,（ ）,古义：语气词，相当于,“,罢了,”,今义：听觉器官，耳朵,古义：事物的道理，规律,今义：一门学科,重点积累,古义：寻找 今义：请求,阅,十余岁（ ）,是,非木杮（ ）,盖,石性坚重（ ）,但,知其一（ ）,二石兽,并,沉焉,（ ）,古义：经过，经历 今义：阅读,古义：代词，这 今义：判断词，是,古义：连词，表原因,今义：有遮蔽作用的器物,古义：只 今义：表转折，但是,古义：一起 今义：并列,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,一词多义,岂能,为,暴涨携之去（ ）,啮沙,为,坎穴（ ）,众服,为,确论（ ）,以,为,顺流下矣（ ）,介词，表被动，被,动词，成为,动词，认为是,同,“,以,”,组成一个词，认为,闻,之,笑曰（ ）,岂能为暴涨携,之,去,（ ）,其反激,之,力（ ）,代词，这件事,代词，代石兽,助词，的,被动句：,岂能为暴涨携之去（,“,为,”,表被动，译为,“,被,”,）,文言句式,倒装句：,求二石兽于水中（,状语后置，应为,“,于水中求二石兽,”,）,省略句：,如其言，果得于数里之外（,“,得,”,后面省略了宾语,“,石兽,”,）,一讲学家设帐寺中（,“,设帐,”,后面省略了介词,“,于,”,）,1.,这个故事讲了一件什么事？,说的是一个庙门口的石兽，倒塌到河里，十几年后，人们找石兽的事。,课文解读,2.,课文可以分为哪几个层次？试概括各层大意。,写老河兵关于应到河流上游寻石兽的分析，并由此引申出判断天下事的深刻道理。,交代石兽沉入河中的地点，简述寺僧两次寻找石兽失败的事情。,叙述讲学家的观点及众人盲从的心理。,第一层,第二层,第三层,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,经 过,人 物,寻找地点,原 因,结 果,第一种,第二种,第三种,第四种,僧,僧,顺流而下,讲学家,原地沙下,老河兵,求之于上流,果得于数里外,无果,原地水中,不可得,无迹,3.,故事中的人物都是怎样寻找石兽的？试归纳总结。,水冲物,石重沙松,渐沉渐深,实际经验,主观想法,顺流而下,4.,在寻找石兽这件事上，寺僧、讲学家都不及老河兵有见识。你从中悟出了怎样的道理？,僧、讲学家,都犯了脱离实际、主观臆断的错误。,老河兵,有丰富的实践经验，综合考虑了各方面因素，因此能提出正确的看法。,实践出真知，实践也是检验真理的标准,内容上,，这句话，既是对讲学家之类一知半解而又自以为是的人的辛辣嘲讽，又以反问的方式指明了认识事物的方法和途径：不能片面地理解，而要全面深入地调查探究事物的特性；更不能主观臆断，而应当遵循客观事物的规律。,在结构上,，由事入理，在文末以议论的方式点明自己的观点，画龙点睛，揭示了文章的主旨。,5.,文章最后一句话有什么作用？,1.,为什么老河兵的方法是对的，而寺僧、讲学家的方法却不对？,寺僧的做法一：按一般的思维模式和惯例，在原地寻找石兽，没考虑流水、石兽、泥沙的关系。,合作探究,寺僧的做法二：到下游寻找石兽，只考虑了流水的作用，没考虑石兽、泥沙自身的特性。,讲学家的做法：在原地泥沙中寻找石兽，只考虑了石兽和泥沙的关系，却忽略了流水的作用。,老河兵的做法：到上游寻找石兽，既有理论依据又有实践支撑，准确把握了三者的性质及相互关系。,2.,如何理解寺僧、讲学家、老河兵这三个人物形象？,在打捞石兽一事上，寺僧显得考虑不周，忽而原地打捞，忽而沿河而下，代表的是不深思熟虑而盲目行动的态度；讲学家空谈事理，不切合实际，代表的正是,“,据理臆断,”,的态度；唯有老河兵能综合考虑各种因素，提出符合实际的结论，代表的是实事求是的作风。,本文揭示了什么道理？,不能主观臆断,实践出真知,实践是检验真理的唯一标准,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,河中石兽,寺僧,实践出真知,求之下流,无迹,讲学家,求之地中,失败,老河兵,求之上流,成功,板书设计,本文通过讲述寻找沉在河中的石兽的故事，说明了任何事都不能片面地理解，而要全面深入地调查探究事物的特性；更不能主观臆断，而应当遵循客观事物的规律，实践出真知，不可做空头理论家。,课堂小结,1.,语言平易，风格简淡。,作者吸取了先秦记事散文的优点，叙述精到明快，没有多余的修饰。例如第一段写打捞石兽，连用,“,棹,”“,曳,”“,寻,”,等动词领起三个语句，简述事情经过，以,“,无迹,”,交代结果，简洁之至，又很生动。,写作鉴赏,2.,波澜迭起，层层铺垫。,作者先写打捞石兽无果，再写讲学家的议论令,“,众服为确论,”,，最后又引出了老河兵的,“,又笑日,”,，谜底这才揭晓。使故事曲折变化，引人入胜。,3.,寓意于事，立意高远。,作者写作此文的目的不在于渲染寻找石兽的神奇过程，而是在于引出深层思考，由这一个故事推及天下事，得出深刻哲理。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,你还知道哪些,“,但知其一，不知其二,”,却主观臆断，以致犯下错误或闹出笑话的事例？和大家一起分享一下吧。,拓展延伸,4.,孙权劝学,这是人教版的老课文。,预习、练习不要千篇一律都是翻译。,兴趣，本文特点,预习, 你知道,“,吴下阿蒙,”,和,“,刮目相待,”,的意思吗？这两个成语就出自本文。参考注释，大致读懂课文，了解文章所讲的故事。, 朗读课文，注意读出文中人物说话的语气。,三,诵读下列句子，体会加点词所表示的语气。,1.,孤岂欲卿治经为博士邪,!,2.,但当涉猎，见往事耳,。,3.,大兄何见事之晚乎,!,四,文言文中的称谓语非常丰富，有自称，有他称（除一般他称，又有爱称、敬称等）。说说下列句中加点的称谓语分别属于哪种情况。课外再搜集一些。,1.,卿今当涂掌事，不可不学！,2.,孤常读书，自以为大有所益。,3.,卿今者才略，非复吴下阿,蒙,！,4.,大兄何见事之晚乎！,五,参考下面的提示，把课文翻译为现代汉语。,翻译提示：留,国号、年号、地名、书名、人名等可以保留，直接使用；替,用现代汉语双音词替换古代汉语单音词；调,调整语序，使其符合现代汉语的表达习惯；补,补充省略部分，使意思完整；删,删去无实在意义的词，不译。,第二单元 祖国之恋,选文情况,5,黄河颂,/,光未然,6,最后一课,/,都德,7*,土地的誓言,/,端木蕻良,8,木兰诗,单元教学重点,本单元教学重点继续学习精读。注重涵泳品味，尽量把自己“浸泡”在作品的氛围之中，调动起体验与想象,，,把握课文的抒情方式，体会作品的情境，感受作者的情怀。学习做批注，记下自己的点滴体会。,所谓“涵泳”，本义是“潜游”，引申为“,浸润,，沉浸”,。,批注,本单元的教学应该注意以下几个方面：,第一，扣住语文课的特点，对学生进行爱国主义教育。,正如教材单元说明所说：“家国情怀，是人类共有的一种朴素情感，它意味着热爱祖国的大好河山，热爱祖国的语言文化，热爱家乡的土地人民它是国家和民族的精神凝聚力。”但是，爱国主义教育并不是简单粗暴的政治灌输和说教，而是应该让学生在文学作品的熏陶中自然而然地受到启迪和感染，从而唤起对于祖国山河、语言文化、民族同胞的热爱。,第二，要根据课文各自的特点确定教学重点和教学方法。,同样是表现家国情怀的作品，黄河颂土地的誓言侧重情感的抒发,；,最后一课木兰诗则侧重故事的讲述和人物形象的塑造。,同样是侧重抒情的作品，黄河颂和土地的誓言又有不同：前者更为直露，以气势磅礴取胜；后者注重众多意象的排铺和抒情性描写，更为深沉隽永。所以这两篇课文可以落实抒情方式的学习重点,。,5,，黄河颂,黄河颂是黄河大合唱的歌词，语言浅显易懂，情感豪迈直露，学生理解起来并不会有太多障碍。这课的学习要落实“浸润”。,我们说要“浸润”，设计的时候通过设置情境和朗读两条路径实现。,预习, 在家国存亡的关头，在抗日的烽火燃遍祖国大地的时候，诗人站在高山之巅，向黄河母亲唱出了豪迈的颂歌。想象这一情景，有感情地朗读这首诗，要读出气势。,课后思考探究,一,诗人从哪些方面赞美了黄河的英雄气魄？静下心来想想，体会一下中国人民在抗战时期生发出来的磅礴的爱国激情。,所以这一课的教学，应当以诵读为主，同时可以借助音乐的力量，通过直接诉诸听觉的音乐打动学生的心灵。,诵读前，可以通过背景的介绍、情境的引入调动学生内心的情感。教师可以利用七年级上册学过的朗读的知识和技巧对学生进行点拨，引导学生通过反复诵读，把握作者笔下塑造的奔腾不息、气势宏伟的黄河的形象，体味作品中奔涌而出的澎湃激昂的民族情感,。,四举办以小组为单位的诗歌朗诵比赛。可采用合唱式朗诵的形式，设计好领诵、男女生分声部朗诵、合诵等，认真练习，在班里展示。,注意落实,本单元学习抒情方式,的要求,，这篇课文,主要掌握,直接抒情,。,二,诗歌既可以直接抒情，也可以间接抒情。你认为这首诗主要采取的是哪种抒情方式？你还能从自己读过的诗歌中再举出一两例吗？,6,最后一课,最后一课是一篇脍炙人口的短篇小说。也是一片经典的老课文。这篇课文和其他相比较，没有注明出处，就写着根据几种版本的译文改写。,作品特点：用小视角讲大故事。,用阿尔萨斯一个小孩子的角度来讲普法战争的大故事，用一堂法语课来讲爱国情感。,本课的教学可以分两步走：首先让学生初读课文，从整体上把握小说的情节；在此基础上，引导学生品味小说语言，揣摩人物心理，对一些精彩段落、语句做重点品读、批注。本课的“思考探究”部分基本上就是按照这个思路来安排的。,一,“,最后一课,”,的情形和平日上课大不相同，根据课文内容填写下表，并说这些不同表明了什么。,平日上课,最后一课,气氛,学生,老师,二上,“,最后一课,”,前后，小弗郎士的心情、态度有什么变化？什么原因使他发生了这样的变化？,前两题侧重,内容,的梳理，而且都采取了“比较”的方法，要求学生将“最后一课”与“平日上课”相对比，将小弗郎士在“最后一课”前后的心情、态度相对比，从而更好地帮助学生理解“最后一课”的意义。,三韩麦尔先生是作者着力刻画的一个人物形象，找出你觉得刻画韩麦尔先生比较精彩的语句，并做一些批注。,四揣摩下列语句，说说你对句子含义的理解。,1.,亡了国当了奴隶的人民，只要牢牢记住他们的语言，就好像拿着一把打开监狱大门的钥匙。,2.,这些字帖挂在我们课桌的铁杆上，就好像许多面小国旗在教室里飘扬。,3.,屋顶上鸽子咕咕咕咕地低声叫着，我心里想：,“,他们该不会强迫这些鸽子也用德国话唱歌吧！,”,后两题则侧重写法，一是对韩麦尔先生这一人物形象的刻画，一是对小说中一些意蕴深刻的语句的揣摩理解。同时训练学生做批注。这套教材从七年级上册开始自读课文就有批注，这个单元把做批注作为精读一种方法落实到教学环节中。,7,土地的誓言,本文,是东北作家端木蕻良写在“九一八”事变十周年的一篇散文，抒发了作者对沦亡国土强烈的思念之情。,这,篇文章,特点：抒情性强。,把情感寄予在描写中，具体来说大量的铺陈，文中许多描写像电影特写镜头一样，叠现出家乡一幅幅动人的画面。,我想起那参天碧绿的白桦林，标直漂亮的白桦树在原野上呻吟；我看见奔流似的马群，听见蒙古狗深夜的嗥鸣和皮鞭滚落在山涧里的脆响；我想起红布似的高粱，金黄的豆粒，黑色的土地，红玉的脸庞，黑玉的眼睛，斑斓的山雕，奔驰的鹿群，带着松香气味的煤块，带着赤色的足金；我想起幽远的车铃，晴天里马儿戴着串铃在溜直的大道上跑着，狐仙姑深夜的谰语，原野上怪诞的狂风,。,