Draft and original text of Japanese debate between two children in primary school Chinese

"Two Children Debate Day" is selected from Liezi's Liezi? Tang Wen is a fable classical Chinese with great educational significance. I'd like to share with you the draft and original text of the Japanese debate between two children in primary school. Welcome to reading.

Two children in China, a primary school, debated the Japanese original.

When Confucius traveled eastward, he saw two children quarreling and asked them why they quarreled. (debate on the same day: debate)

A son said:? I've been close to people since the sun, but I've alienated people since I arrived in Japan. ?

Another child thinks that the sun is far from the sun when it rises, and it is closer to people at noon.

A son said:? At the beginning of a day, it is as big as a car cover, and within a day, it is as big as a dish. Isn't it small far away and big near?

A son said:? It's cool at the beginning of the day, and it's like exploring soup at noon. Isn't it near hot and far cold?

Hearing this, Confucius could not judge who was right or wrong.

The two children smiled and said: Who is Zhihu?

Translation and annotation

Author: anonymous

translate

When Confucius traveled eastward, he saw two children quarreling and asked them why they quarreled.

A child said:? I think the sun is close to people at sunrise and far away from people at noon. ?

Another child thinks that the sun is far away from people when it just rises, and it is closer to people at noon.

A child said:? The sun was as big as the hood of a car when it first came out, and as small as a plate at noon. Isn't this the truth that the far is small and the near is big?

Another child said:? It was cold when the sun first came out, and it was as hot as putting your hand in hot water at noon. Isn't this the reason why you feel hot when you are near and cool when you are far away?

Hearing this, Confucius could not judge who was right or wrong.

Two children smiled and said to Confucius:? Who said you were smart?

To annotate ...

East: East.

Travel: Travel and study.

See: see.

Debate: to argue, argue.

Debate: controversy.

Its: pronouns, they.

So: reason, reason.

Answer: Yes.

Beginning: Just now, just now.

Go: leave; Distance.

Japan and China: noon.

Chu: Just now.

Car cover: the roof of an ancient car, like an umbrella, is round.

And: to.

Then: just.

Pot: A container for holding things. Round is a dish, and square is a bowl.

In favor: Yes.

Cang Cang Liang: Describe the feeling of coolness. Warehouse: It means cold.

Soup exploration: reach into the hot water. Soup, hot water, boiled water. (in ancient times, it also refers to hot water for bathing. It's very hot.

Decide: decide, judge, judge.

Who: Who?

In favor: same? Say? Say and think.

Ru: You.

Know: zh? , interchangeable words. ? Do you know? Pass? Wisdom? Smart, intelligent.

Laughter: This is not sarcasm. It highlights the child's innocence, cuteness and coolness: very cool, slightly cool.

Two children debated the draft of Chinese and Japanese lessons in primary schools.

First of all, talk about textbooks.

"Two Children Debate on the Day" is a reading text in the eleven volumes of nine-year compulsory education of People's Education Society. This is a fable. The article tells the story of two ancient children who relied on their intuition. One thinks the sun is close to people in the morning, and the other thinks the sun is close to people at noon. Therefore, even a learned man like Confucius cannot make a judgment. This story shows that in order to understand nature, two children dare to explore and question, and also shows that the universe is infinite and knowledge is infinite. No matter how knowledgeable people are, there is no end to learning.

Second, talk about lesson plans.

The lesson "The Day Two Children Debate" is a good example to cultivate students' initial perception of classical Chinese, so the training focus of this lesson is determined.

Used for:

1. Read the text emotionally.

2. Learn the difficult words in this lesson. After class, you can dredge the meaning of the text according to your notes.

3. Understand the content of the text, learn the spirit of two children who are good at thinking and boldly questioning in order to understand nature and explore truth, and Confucius' modest and prudent learning attitude of seeking truth from facts, and realize the endless truth of learning.

Preview:

1. Read the text carefully to understand the main idea of the text.

2. Search Confucius' information (life, speech).

3. Think about the exercises after class.

Third, oral teaching methods

Because this class is a beginner for children to learn ancient Chinese, I mainly adopt the method of letting students enjoy reading and learning and feel independently. By understanding the article with the help of after-class notes, the teacher gives appropriate guidance and explanation. Pay attention to the reading of ancient prose, require students to understand the charm of ancient prose, understand the meaning of the article, train language accumulation and cultivate students' interest in learning ancient prose.

Fourth, the methods of speaking and learning

In order to stimulate students' interest in learning, I mainly take teachers' guidance and students' learning as the main line of teaching, create a learning atmosphere of teacher-student interaction, accept the evolutionary form of change inquiry, and gradually deepen it, so that students can solve doubts and accumulate in their learning. So as to solve students' difficulties in learning ancient Chinese, guide students to actively explore learning methods and learn ancient Chinese happily and easily.

V. Representation process

(A) to guide the interpretation of topics, the introduction of new courses

In order to stimulate students' interest in learning, I review old knowledge and introduce new lessons. Xin? Start with words and add radicals? Debate? Word introduction topic, explanation? Debate? What is the meaning of this word? Debate? The text runs through the whole text, so that students can understand that this text is about two children arguing about the sun. At this time, the teacher guides the students to read the topic again, and then asks questions in depth and at different levels. What did the two children argue about the sun? Let the children think deeply, thus explaining the purpose of learning the text. Students walk into the text with questions.

(2) Guided learning method

Because students are beginners in ancient Chinese, they are confused. Here, I let the students fully exchange their feelings about learning ancient Chinese, so as to sum up that ancient Chinese is not easy to read and understand, and make clear the direction and goal of learning ancient Chinese. Then the teacher plays music to let the students fully feel the beauty of ancient Chinese, and the students summarize their reading methods by listening. Students practice reading freely, thus solving the difficulty of reading ancient Chinese, that is, let us read more and read it repeatedly, and then the teacher will strike while the iron is hot to draw out the difficulty of understanding ancient Chinese. Students express their opinions and summarize their own methods of learning ancient Chinese. The teacher once again stressed that the purpose of learning ancient Chinese is to read meaning and rhyme.

(3) decoding the text step by step according to the learning method.

On the basis of students' fluent reading, I further ask: What kind of story does this article tell us? In the process of students' summary, they exchanged Confucius' personality, paved the way for later study articles and revealed humanistic connotation. While students summarized the story, they immediately questioned: Under what circumstances did Confucius meet two children? Invisibly, the content of the first section of the article is completed in the process of teachers asking questions and students solving doubts. And emphasize here? Fight? Transition to the significance of the second section of the study, clarify the arguments of the two children, and analyze them. What else? Words, focusing on guiding students to read aloud, thus? Debate? As the main line, teachers first guide students to learn independently, and then cooperate to complete three or four stages of learning. By grasping key words, analyzing sentence patterns, demonstrating courseware, etc. Students can realize that the reasons held by the two children in the debate are so tit for tat, so as to understand and promote reading, read the taste and understand the meaning. The teacher plays the role of threading the needle here, focusing on grasping the content of the text and embodying the instrumental nature of the text.

(4) Study the text and understand it after reading it.

Finally, I will focus on Confucius? Can't decide? Let students understand the humanistic connotation, exchange Confucius' remarks, collect Confucius' materials, experience Confucius' learning attitude of seeking truth from facts and the endless truth of learning, learn the spirit of two children's courage to explore, be good at observing and be diligent in asking questions, and design the questions raised by two children into the way that teachers provide information and students solve them after class, leaving sufficient space for students to explore.

(5) Summarize and expand, and extend extracurricular activities.

The first time you learn ancient Chinese, you can't just learn without accumulating. What should you accumulate? What is accumulated is our learning methods. A journey of a thousand miles begins with a single step? On the basis of letting students feel the difference between ancient Chinese and modern Chinese, the teacher summed up the methods of learning ancient Chinese, which laid the foundation for students to learn ancient Chinese in the future. In this way, from the beginning of students' discussion of learning methods to the end of the teacher's summary of learning methods, we always reflect our initiative in learning, not only the learning content, but also the learning methods. It also embodies the idea that teachers' teaching is not teaching. Finally, arrange students to tell stories, arrange textbooks and scripts to strengthen students' consolidation of new knowledge. The ultimate goal of the whole class is to promote reading through understanding and learn ancient Chinese step by step.

Six, say blackboard writing

In terms of the number of words, writing on the blackboard is a bit cumbersome, but I think writing on the blackboard will always serve teachers' teaching and students' learning. In order to make students understand intuitively, I will start with the question? Debate? From the point of view that words are the main thread to the argument between two children, the reason is the final result, so that students can understand the meaning and sort out the content of the text.

In short, the first time I tried to teach classical Chinese, there were many shortcomings in the classroom (omitted, according to the feedback from the classroom). However, I can finally better reflect what I want to achieve in this course, that is, students should learn something and I should teach it solidly. I also hope that teachers can give me valuable advice.