But Jia Yi's life may be a tragedy. Jia Yi's tragedy is not that he has no talent, because his talent is not ordinary talent, but enough to be a teacher of emperors. What an honor it is for a scholar to advise the emperor and the emperor. Jia Yi played a lot of chess and made many plans before his death, but later generations realized that few people used it, so Li Shangyin sighed. The so-called poor is immune, and the great is beneficial to the world. Jia Yi, like many literati in China, can't really realize his ideal. They are often excluded by the emperor, eager to get the appreciation of the emperor, but can not get it. So they put a lot of energy into writing skills, and they used the words themselves to attract the attention of public opinion, so as to win the appreciation of the emperor. There is no doubt that Jia Yi is the same. Let's take a look at Jia Yi, who was regretted and revered by later generations, and Jia Yi's On Qin. From Selected Works of Zhaoming to China Ancient Literature, it seems that scholars all over the ages regard this article as a classic, which shows its skill in text arrangement and rendering. Jia Yizhi's book On Qin is full of enthusiasm and strong feelings, like the reincarnation of strategists in the Warring States Period.
Jia Yi wrote this article in the heyday of Kaiping in Han Dynasty. What he saw was the sense of social responsibility of ancient literati. He was very appreciative of the unification process of the Qin Dynasty, and he did not hesitate to wave ink like water. "When the first Emperor Fen VI was fierce, he made a long-term plan, stayed in the imperial palace, swallowed the princes who died in two weeks, followed the supreme rule, made Liuhe, knocked on the garden and whipped the world, shocking the world ..." Only Jia Yi could write this kind of Wang Yang's wanton pen. After Qin won the world, "Warwick City was built because of the river as a pool, standing in a city of 100 million feet and above the abyss". However, under the attack of the peasant uprising army, it was not the change of success or failure, but the opposite of achievement, so he naturally said that this was because "benevolence and righteousness are not applied, and the offensive and defensive trends are different." Although later history proved that Jia Yi was indeed prescient, I don't know how the China emperor, who was in the period of rising and falling, felt after reading this article. I don't know if this is the root of Jia Yi's tragedy, because a powerful emperor prefers to sing praises to satisfy his own selfish desires and flaunt himself as a wise monarch.
In any case, I can't associate such an atmospheric article on Qin with Jia Yi, who was unhappy because Liang Wang fell off a horse and died young. I don't know if Jia Yi chose such a sad life, but it is this choice that left countless speculations for future generations. It was this kind of tragedy that gained Sima Qian's appreciation, so that when he wrote his biography, he was juxtaposed with Qu Yuan. In Sima Qian's heart, he likes suffering heroes very much. In his view, Qu Yuan and Jia Yi are the same kind of people. Although their life is a tragedy, they can also be admired by future generations.
I don't know whether Jia Yi perfected literature and history or history, or whether Jia Yi perfected himself. Anyway, Jia Yi left us a classic text. He let us know that even the most boring political papers can be written magnificently.
Chapter two: Reflection on the teaching of Qin Lun, the first volume of Senior Two, the teaching of classical Chinese focuses on classical Chinese phenomena and sentences. Jia Yi, the author of this article, is not familiar with it, so I ask my students to collect information on the Internet after class to understand Jia Yi's life, writing background and writing purpose of this article. The effect is very good. Set aside five minutes for students to read the new words according to their notes and read through the text. And draw the words that are difficult to understand, and understand them first in combination with the information. Then, read the first paragraph of the text together, point out the questions and answer the students' questions about the meaning of the new words. The next four paragraphs are the same. Then find each group to read a paragraph, and the other group of students think about the meaning of the article while listening. After this time, the students gradually became familiar with the main idea of the article. Translate the first paragraph with materials in five minutes, and pay attention to the classical Chinese phenomenon inside. Discuss in groups for three minutes and write the results on paper. The next four paragraphs are the same. When finished, present the discussion results in groups. At this time, most of the phenomena such as interchangeable words, ancient and modern synonyms and flexible use of parts of speech have been summarized. Make a comment. Put forward several polysemous words and ask students to summarize polysemous phenomena. The phenomenon of classical Chinese is basically over. The structure of the article is no longer analyzed, but only the last paragraph is selected, so that students can experience the contrast and language style of the words in the article.
On the whole, this class is satisfactory. The good thing is that students have enough time to think, master knowledge in group discussions and communicate with each other.
The problem is that the phenomenon of classical Chinese is difficult to master and boring, the enthusiasm of students is not easy to be mobilized in the process, and some students are easy to slack off and expect to enjoy the achievements of others. The content is too large, and students' learning process is obviously difficult.
This part of knowledge is very boring, and how to improve students' interest in learning is a problem I have been thinking about. It may be more appropriate to contact the historical background of the Warring States and Qin, so that students like it better.
Chapter III: Reflection on the teaching of Qin Lun, the first volume of Senior Two. First of all, let the students do their own work to summarize the knowledge points of classical Chinese. And explain why. Explaining classical Chinese, the key knowledge of each lesson should involve the flexible use of parts of speech, but the students' mastery effect is not ideal. The fundamental reason is that students can't fundamentally grasp how flexible use comes from, so the explanation of classical Chinese in senior one can not only solve the problem of what it is, but also can't solve the problem of why. ",Bao, Bao" in Qin Lun are adverbials of nouns. At this time, students will know that nouns in classical Chinese don't need to be used as subjects, so it is much easier for students to learn and analyze. There are many usages of emissaries in Qin Lun. Tell the students what is causative, that is, how the subject makes the object, and the sender of the action is the object. This makes it easier to understand the usage of causative. Students will analyze similar usage in the future.
Second, the design problem drives the understanding of the content, structure and theme of the text with content.
The idiom "the law of the jungle" seems to be a law of nature. But in human society, this rule is often broken. More than two thousand years ago, the national strength of the Qin Dynasty was still so arrogant, and a peasant war broke the dreams of generations of founders. What caused all this?
2. Read the full text silently. Please show the rise and fall of Qin in the form of a list. This paper analyzes the embodiment of the conclusion that "benevolence and righteousness are different but offense and defense are different" in the article. In the third paragraph, when the Qin Dynasty changed from "attack" to "defense", from what aspects did it write its "defense" measures, and why did you write these?
3. What does Qiang Qin's sudden death inspire future generations? What was the social situation in the early Han Dynasty? Why did Jia Yi write this article?
Third, compare the methods of demonstration and exaggeration, so that students can feel and summarize by reading aloud.
The above is a superficial experience in teaching Guo Qin Theory. After class, students communicate with them and are recognized by them. But there are still many problems after repeated thinking. For example, the time schedule is not reasonable enough, and the teaching time of checking and summarizing the phenomenon of classical Chinese is delayed, so that the teaching task of this class can not be completed well. The summary of China's classical phenomena can be made into slides, which are clear and complete and save time.
Chapter four: Reflections on the teaching of the book Qin Lun, the first volume of senior two. When teaching the article Qin Lun, the teachers raised many questions at the lesson preparation meeting. Among the texts selected in this unit, this article is the longest and most difficult. The main difficulties are that there are many new words in real words and the usage of function words is more complicated. Although the article is argumentative, according to our eyes today, it is in this respect that I have taken the following measures in teaching.
1.？ Determine the teaching objectives, for example, when explaining the third paragraph, I focused on the content words such as "Yu Lie", "Liuhe", "Que", "Stupid" and "Weak"; Function words are concentrated on the words "er" and "one", which can be diluted elsewhere.
2.？ In the fourth paragraph, when I determined the teaching objectives, I focused on the flexible use of notional words, with nouns such as verbs and nouns as adverbials. For example, you can omit the function words such as "the head of the urn is pivoted", "gathering" and "being clever".
3.？ The focus of the function words in the fifth paragraph is still the usage of "er" and "yi". Taking care of the previous paragraph, the usage of this function word will continue to be consolidated; In terms of content words, I mainly choose the usage of content words such as "small weakness", "Tao", "preface" and "Chao".
4.？ Because Jia Yi's prose is based on Fu, which is very literary, students should experience the expressive force of language through repeated reading. In the previous paragraph, we can see the use of a lot of rhetorical devices, which makes the text of the article fly like clouds. Like to use a lot of sentences and antitheses; The use of exaggeration (many counselors and generals in the six countries are not in the same era and are far apart; At the same time, students can be guided to understand and appreciate the sentence characteristics of this article by combining the sentences in exercise 3 of the text. Of course, the combination of parallel prose and prose makes the writing full of neat changes, which is also an important feature of this paper.
5.？ In the teaching of relevant paragraphs, I also guide students to discuss the function and expressive force of some keywords, so as to deeply understand the connotation of the article and explore the author's writing intention. For example, I asked two questions when I was teaching the third paragraph. First, which word in the western paragraph can show the author's attitude? What did you read from it? What role does it play in composition? Clear: "self-righteous", in the process of discussion, some students expressed their experiences, some students thought it was "arrogance", some students said it was the confidence of Qin Shihuang, some students read that Qin was really strong and unshakable, some students read the author's denial of Qin Shihuang, and some students read the author's ridicule. On this basis, I ask the students again, what role does this word play in the composition of the article? Many students can understand that it caused the following situation, but this is only half right. The author actually wrote this for the following, otherwise it would be difficult to connect this passage with the following. That is to say, according to normal logic, Qin Shihuang unified the six countries and adopted a series of severe measures. Then, the State of Qin, not the Qin Dynasty, should of course be the descendants of emperors from generation to generation. But the author insists that he is "self-righteous" here, giving it a seemingly positive conclusion, paving the way for the following results of Qin's demise. It's really ingenious, ingenious. Through this reading appreciation, students' understanding of the text is further deepened. While reading the key words, I also asked the students to compare the differences between the two synonyms "stupid" and "weak" in performance, so that students could know that the author's key points are: one refers to ideological ignorance, and the other refers to the weakening of strength. This is also the place where students are interested.
6.？ In the fourth paragraph, I ask students to compare the flexible use of nouns: adverbials and verbs. These two knowledge points are very important. However, some students are easily confused. It is very comparable to use this example to distinguish, and it is easy for students to remember usage by memorizing language materials, and the effect is obvious. Then let the students discuss that the "turn" of "turning to attack Qin" implies the author's expression intention. Only by linking the whole article can students give a more accurate explanation. Many students' understanding has deviated, which shows that their good reading habits of understanding the meaning of words in context have not yet formed. Combined with the context of the whole paragraph, it is obvious that the author expressed that the uprising of Chen She and others was a hasty attack on the State of Qin, emphasizing the significance of not being prepared.
7.？ In the teaching of the fifth paragraph, students are required to think about Guo Qin's comments in combination with Jin Shengtan. This paper uses a lot of space to publicize the prosperity history of Qin State, and then compares it with the rapid death history of Qin State. By adopting the method of promoting first, then suppressing, and suppressing in promoting, the conclusion is drawn that "benevolence and righteousness are not applied, and the offensive and defensive trends are different", which shows that the important reason for the demise of Qin Dynasty is the inhumanity and tyranny, and only by admonishing the rulers of later generations to be benevolent can long-term stability be achieved; At the same time, it also reflects Jia Yi's political characteristics as a lyricist, describing things with exaggerated methods, and achieving the artistic effect of surging literary momentum and overlapping waves.
In a word, On Guo Qin is a long article, but we can also try short sentence teaching or simple teaching. Of course, the primary problem of Chinese teaching is the determination of teaching content, because an article can have countless teaching methods, which is called indefinite teaching. However, no matter how it changes, Chinese classes must have the flavor of Chinese, must have the appearance of Chinese, and must follow the laws of Chinese. So I think the core of teaching content is of course the teaching goal. If you set a goal, you won't go astray. This so-called "everything changes without leaving a trace" and "the fate of the governor is normal."