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<time class="level-item has-text-grey" datetime="2022-05-04T04:55:51.000Z">2022-05-04</time>
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8 分钟 读完 (大约 1233 个字)
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教案5
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<p>教案5生于忧患死于安乐</p>
<a id="more"></a>
<h2 id="教学目标"><a href="#教学目标" class="headerlink" title="教学目标"></a>教学目标</h2><ol>
<li>理解词语举、空乏、拂、所以、曾益、恒过、作、征、喻、恒的含义。</li>
<li>学习古人说理论证的方法，品味对比、排比等修辞手法的表达效果。</li>
<li>理解“生于忧患，死于安乐”的含义，从中得到教益，增强忧患意识。</li>
</ol>
<h2 id="教学难点"><a href="#教学难点" class="headerlink" title="教学难点"></a>教学难点</h2><ol>
<li>学习古人说理论证的方法，品味对比、排比等修辞手法的表达效果。</li>
<li>理解“生于忧患，死于安乐”的含义，从中得到教益，增强忧患意识。</li>
</ol>
<h3 id="教学时数：2课时"><a href="#教学时数：2课时" class="headerlink" title="教学时数：2课时"></a>教学时数：2课时</h3><h2 id="教学过程"><a href="#教学过程" class="headerlink" title="教学过程"></a>教学过程</h2><h3 id="一、-导入新课"><a href="#一、-导入新课" class="headerlink" title="一、 导入新课"></a>一、 导入新课</h3><p>大家都熟悉“卧薪尝胆”的故事吧。越王勾践在患难中矢志不渝，终于打败了吴国，重振越国;然而在此以后，“越王勾践破吴归，战士还家尽锦衣。宫女如花满春殿，只今惟有鹧鸪飞”。沉溺于安乐中的越王重蹈覆辙。越王勾践的经历给我们什么样的启示呢?</p>
<h3 id="二、资料简介"><a href="#二、资料简介" class="headerlink" title="二、资料简介"></a>二、资料简介</h3><p>孟子与《孟子》<br>孟子(公元前372～公元前289)，邹人，是孔子之孙孔仅的再传弟子。游说于齐梁之间，没有被重用，退而与其门徒公孙丑、万章等著书立说。继承孔子的’学说，兼言仁和义，提出“仁政”的口号，主张恢复“井田制”和世卿制度，同时又主张“民为贵”君为轻”，称暴君为“一夫”，认为人性本善，强调养心、存心等内心修养的工夫，成为宋代理学家心性学之本。宋元以后，地位日尊，元至顺元年封为邹国亚圣公，明嘉靖九年定为“亚圣孟子”，在儒家中其地位仅次于孔子。思想事迹大都见于《孟子》一书。</p>
<h2 id="三、初读课文，整体感知"><a href="#三、初读课文，整体感知" class="headerlink" title="三、初读课文，整体感知"></a>三、初读课文，整体感知</h2><ol>
<li>学生自读课文。要求读准字音，读出停顿，读出抑扬顿挫的气势和美感。</li>
<li>学生齐读课文。</li>
<li>学生个别朗读课文。<br>读准下面加点字的读音：<br>(1)舜/发于/畎亩之中，傅说/举于/版筑之间，胶鬲/举于/鱼盐之中，管夷吾/举于/士，孙叔敖/举于/海，百里奚/举于/市。<br>(2)……必先苦/其心志，劳/其筋骨，饿/其体肤，空乏/其身，行拂/乱/其所为，所以动心/忍性，曾益/其所不能</li>
</ol>
<h2 id="四、再读课文，理解课文"><a href="#四、再读课文，理解课文" class="headerlink" title="四、再读课文，理解课文"></a>四、再读课文，理解课文</h2><ol>
<li>学生自读课文，结合注释，借助工具书翻译课文。</li>
<li>小组交流，讨论，解答翻译中的疑难问题。</li>
</ol>
<h2 id="五、分析课文内容"><a href="#五、分析课文内容" class="headerlink" title="五、分析课文内容"></a>五、分析课文内容</h2><ol>
<li>本文的中心论点是什么?作者是从哪两个方面论证的?请简述本文的论证思路。</li>
</ol>
<p>本文的中心论点是“生于忧患，死于安乐”。<br>作者从个人、国家两方面论证。文章先谈造就人才的问题。先以六个出身低微、经过种种磨炼而终于身负“大任”的显贵人物为例来说明人才是在艰苦环境中造就的，同时又重视人的主观因素，提出“困于心，衡于虑，而后作”的观点。从两方面说明人要有所作为，成就大业，就必须在生活、思想、行为等方面经受一番艰难甚至痛苦的磨炼。接着由个人说到国家，指出决定国家存亡的因素和个人能否成就大业的因素相仿，最后推出论点。</p>
<ol>
<li>这篇文章在论证方法上有什么特色</li>
</ol>
<p>这篇短论采用了类比论证、举例论证、对比论证、等论证方法。如把造就人才与治理国家类比，如六位逆境中成才的人物事例罗列，如把成就伟人与国家灭亡对比，如先分析论证，后归纳观点等等。<br>学习完两篇文章，相信大家可以看到孟子所做文章，句式工整，表意蕴藉。闪烁着哲理的光华。同学们可以谈谈学习了《生于忧患，死于安乐》，你获得了怎样的启示，老师来布置个作业。</p>
<h2 id="六、布置作业"><a href="#六、布置作业" class="headerlink" title="六、布置作业"></a>六、布置作业</h2><p>写一篇读后感。谈谈在物质生活日渐丰裕的今天，该如何认识“生于忧患.死于安乐”</p>
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随缘更新
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