Who knows some examples in life?

Zheng Ren Mai said that the human brain is as rigid as elm bumps, disrespecting the objective reality and being self-righteous.

For example, dogmatic thoughts in life do not combine theory with practice. For example, when New China started, it didn't fully understand the national conditions and insisted on using the development experience of the Soviet Union and other countries to govern China, which eventually led to many absurd behaviors.

Han Feizi (about 280-233 BC) is Han Fei. China was a thinker and politician at the end of the Warring States Period. He was a student of Xun Qing, a famous thinker at that time. Han Fei inherited and developed Xunzi's legalism, absorbed his previous legalism and became a master of legalism. In the fourteenth year of Qin Shihuang (233 BC), he was killed by Li Si. His works were later called Everything is done wrong, and there are 55 existing works. He opposes the hierarchical system centered on bloodline, and advocates the equality of "nobility", "popularity" and "self-protection"; Oppose "cronyism" and advocate "meritocracy"; Oppose Confucian "rule by courtesy" and advocate "rule by law"; At the same time, it also puts forward that "technique" (the means by which the monarch controls his subjects) and "potential" (the power of the monarch) are the supplements to "law".

This is the people's education edition

Interviewee: Wu Huier-trainee magician level 3 4-26 12:42

Revision reply: wuhuier, the reply you want to revise is as follows: the integral rule is closed.

Two ancient fables were chosen in this lesson. These two fables are short and interesting stories, which satirize some ridiculous phenomena in life and reveal some profound truths.

Spears and Shields tells the story of a man who boasted about the spears and shields he sold, but was unable to justify himself because of self-contradiction, and warned people to seek truth from facts when speaking and doing things, and not to exaggerate and contradict themselves. "Zheng Ren buys shoes" borrows a person who would rather believe in the size of his own feet than himself, satirizing people who stick to the rules, believe in dogma and don't respect objective facts. The two fables are lively and interesting, concise, and both use "stupid things"-ridiculous things, which enlighten people from the opposite side and make people think.

This fable of the original text of ancient Chinese is particularly concise but vivid, with clear and profound meaning, but it can also make people appreciate some meanings and humor. The full text of spear and shield has only four sentences with two meanings. The first two sentences are about how the man boasted about his shield and spear, and the last two sentences are about how he was puzzled and speechless. "Zheng Ren buys shoes" is also divided into two layers. First, the whole process of this person from measuring and preparing to buy shoes to later "no shoes" was stated; Then point out the reason why he doesn't buy shoes in a simple conversation. The front and back are closely related. Neither fable has any comments from the author, but takes the dialogue as the finishing touch, and points out the meaning with the characters' own words, leaving room for readers to think.

Besides continuing to understand the differences between ancient and modern meanings and expressions, it is difficult to understand the meaning of every fable and express it in your own words. Guiding students to grasp the key words in the dialogue and start thinking and discussion can become the focus of teaching.

The purpose of compiling these two fables is to continue reading a little classical Chinese on the basis of eleven volumes of initial contact with classical Chinese, so as to lay the foundation for junior high school learning; At the same time, guide students to understand some life truths from these two fables.

Second, learning objectives

1. Learn seven words.

2. Read the text correctly and fluently. Recite the text.

3. Be able to understand the text with the help of notes and understand the content of the text initially.

Third, teaching suggestions

1. These two fables are in classical Chinese, which are quite different from modern Chinese in expression, but there are notes for reference.

It is much easier for primary school students to read, and they have been exposed to the classical Chinese of 1 1, so students have some experience. Therefore, like the teaching of modern Chinese, we should stick to the strategy of focusing on self-reading and focusing on the accumulation of feelings. In teaching, we should try our best to let students study independently and explore cooperatively, so that they can question and solve doubts. Teachers should give appropriate guidance and help, and explain when necessary. Forget grammar. Annotations in textbooks can not only help students understand words and sentences, but also help them gradually understand the differences between ancient and modern meanings and expressions. We should inspire students to make full use of these notes, but don't let them memorize them.

2. The teaching of this course is arranged in two classes, and each class can focus on learning a fable. There are many similarities between these two fables besides their specific contents. Taking Spears and Shields as an example, the following teaching steps are suggested: first, teachers demonstrate reading, so that students can try to read the text and understand the meaning of sentences with the help of notes; Then, guide reading, read sentences correctly and fluently, and further understand the meaning of sentences in repeated reading; Then, connect the meanings of sentences and practice telling fables; Finally, discuss and understand the implication, and talk about feelings with practice.

3. Guiding reading and reciting is the focus of teaching. "Reading a book a hundred times, its meaning is self-evident", which is the experience of ancient Chinese reading. The obstacle for students to read ancient Chinese now lies in the differences between the words and sentences used in ancient Chinese and modern Chinese. To eliminate this obstacle, primary school students can't speak the morphology and syntax of ancient Chinese. The main methods are: first, let students try to figure out the main idea of the sentence by consulting notes, and then read it repeatedly to understand the meaning of the sentence and even the whole text as a whole. In the process of students practicing reading aloud, teachers should strengthen guidance. In the reading of the two fables, besides the correct pause and stress, we should pay attention to the tone and rhythm.

Spear and shield

Chu people/those who have shields and spears have a reputation: "My shield is strong, and things can't sink." He also praised his spear/said, "The benefits of my spear are all in things." Or:

"With a child's spear/child's shield/,what?" He/she can respond.

Among them, in the front part, men brag about their shields and spears, and should appropriately highlight the corresponding parts, with a more public tone; In the second half, the tone of "He can respond to others" slowly changes and becomes heavy. "How about a child's spear and a trap shield?" The tone of the question should be reading (slightly higher at the end). It is also conceivable that people of different ages and personalities have different intonations and rhythms: young and energetic people are quick to ask questions; Older or gentler people can show a certain sense of humor by asking questions more slowly.

People who would rather believe their size than their feet when buying shoes.

Zheng ren/those who have and put on their shoes, first measure their feet/sit down, then go to the market/forget to do it. Having fulfilled his promise, he said, "I forgot to insist." Instead, it is. The anti-urban strike cannot be realized.

People say, "Why not try?"

Yue: "I would rather be reliable than confident."

4. "Thinking Practice" The second question "Read and talk about the meaning of sentences." The purpose of this topic is to list the difficult sentences in the text and focus on understanding. Guide and pay attention to the characteristics of words and expressions in classical Chinese, and understand the methods of expressing the meaning of classical Chinese sentences in modern Chinese. Doing this exercise can guide students to understand the meaning of sentences with notes and read aloud, or it can be arranged after reading the text to understand the meaning However, whenever you do this exercise, you should take the method of feeling the whole and trying to figure out the sentence. Never talk about the knowledge of function words, content words and sentence patterns in classical Chinese. The following is the general idea of the five sentences listed for your reference.

(1) "My shield is so strong that nothing can sink it." My shield is so strong that nothing can penetrate it. My shield is so strong that nothing can penetrate it.

(2) "The benefits of my spear are all trapped in things." My spear is (especially, very, very) sharp, and nothing can be penetrated by objects (things). My spear is so sharp that it can pierce anything.

(3) "With the child's spear, where is the child's shield?" It means: how about poking your shield with your spear? Or: what if you poke your shield with your own spear?

(4) "Forget to do exercises in the city." I forgot to measure when I went to the market.

(5) "Why not try?" It means: Why not try on shoes with your own feet?

5. The third question "Thinking and Practice" is to understand the meaning of fable and be inspired and educated by "Tell me in my own words what is ridiculous about people who sell spears and shields and people who buy shoes". The key to understanding the meaning of fables is to be familiar with the stories told by fables. Therefore, this step of teaching should be arranged after guiding students to be familiar with the text. First, let the students relate the meaning of each sentence and tell the fable story. Then, organize a discussion: Where are the characters in the fable ridiculous? Why are they ridiculous? What have they learned from it? In order to make everyone participate in thinking, we can discuss in groups first, and then discuss in the whole class. Teachers should give appropriate guidance and guidance to students who are not sure and do not understand.

6. The design intention of topic selection after class is to guide students to think beyond the feeling and inspiration of learning fables, and to apply what they have learned by citing such phenomena in their lives. This link is very important, because only by identifying similar phenomena in life can we really understand and improve students' cognitive ability.

7. Most of the new words in this lesson can be compared with the learned words, so as to recognize the shape, distinguish the meaning and practice the words, such as spear giving, reputation giving and copying, and shoes giving.

Fourth, reference materials.

Han Feizi (about 280-233 BC) is Han Fei. China was a thinker and politician at the end of the Warring States Period. He was a student of Xun Qing, a famous thinker at that time. Han Fei inherited and developed Xunzi's legalism, absorbed his previous legalism and became a master of legalism. In the fourteenth year of Qin Shihuang (233 BC), he was killed by Li Si. His works were later called Everything is done wrong, and there are 55 existing works. He opposes the hierarchical system centered on bloodline, and advocates the equality of "nobility", "popularity" and "self-protection"; Oppose "cronyism" and advocate "meritocracy"; Oppose Confucian "rule by courtesy" and advocate "rule by law"; At the same time, it also puts forward that "technique" (the means by which the monarch controls his subjects) and "potential" (the power of the monarch) are the supplements to "law"