,*,*,*,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,“半部,论语,治天下，一帧,礼记,誉千秋”。或许同学们对,礼记,不甚了解，但,礼记,中的名句却常常在我们的耳畔回响：“玉不琢，不成器；人不学，不知道”告诉我们要勤于专研；“凡事预则立不预则废”启迪我们要做好规划，有的放矢；“苟利国家，不求富贵”教育我们要有为国为民的情怀,由此可见，,礼记,影响之广。今天，就让我们走进,礼记,，领悟其中的为学之道。,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,22 ,礼记,二则之,虽有嘉肴,22 礼记二则之虽有嘉肴,知识备查,虽有嘉肴,是,礼记,.,学记,中的一段，题目是编者加的。,礼记又叫,小戴礼记,，,儒家经典著作之一,，与周礼仪礼全称为三礼,。,战国至秦汉,儒家论著的汇编，相传是西汉经学家,戴圣,编纂的。全书用记叙文的形式写成，一些篇章具有相当高的文学价值。有的用短小生动的故事表明某一道理；有的气势磅礴，结构严谨；有的言简意赅，意味隽永；有的擅长运用心理描写和细节刻画。书中还有大量富有哲理的格言、警句，精辟而深刻。,知识备查 虽有嘉肴是礼记.学记中的一段，题目是,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,学记,是,礼记,中的名篇，是古代教育史上，比较有价值的教育学论著。文字言简意赅，喻辞生动，系统而全面地阐明了教育的目的及作用，教育和教学的制度、原则和方法，教师的地位和作用，教育过程中的师生关系以及同学之间的关系。课文主要是谈关于,“教学相长”,的道理的。,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,字词学习,嘉肴（ ） 弗食（ ）,自强（ ） 教学相长（ ）,兑命（ ） 学（ ）学（ ）半,yo,qin,yu,xi,o,f,zhn,xu,字词学习嘉肴（ ） 弗食（ ） y,一、读准字音,虽有嘉,肴,虽有,/,嘉肴，弗食，不知,/,其旨也；,虽有,/,至道，弗学，不知,/,其善也。,是故,/,学,/,然后知不足，,教,/,然后知困。,知不足，然后,/,能自反也；知困，然后,/,能自,强,也。,故曰：,教,学,/,相,长,也。,兑,命,曰：“学,/,学半”,，其,/,此之谓乎！,一、读准字音虽有嘉肴,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,古今异义,1.,虽,有嘉肴,（,古义：,即使,今义：,虽然）,2.不知其,旨,也,（,古义：,味美,今义：,主旨）,3.教然后知,困,（,古义：,困惑,今义：,穷苦，艰难）,4,.然后能自,强,也,（,古义：,竭力，尽力,今义：,健壮的，有力的）,5,.教学相,长,也,（,古义：,促进，提高,今义：,增长）,二、理解词意,状元成才路状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,学,其,学,学半（ ）,学,学,半（ ）,教,学,相长,( ),不知,其,旨也（ ）,其,此之谓乎（ ）,动词，教导,动词，学习,代词，它的,副词，表示推测,是,是,非君子之道,(,近指代词，相当于“这”“此”,),是,故学然后知不足,(,“是故”“是以”连用，相当于所以、因此等,),动词，学习,一词多义学其学学半（ ）学学半（,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,倒装句：,其此,之谓,乎,。,（,“之谓”是文言文中一种比较固定的用法，是将宾语提前的倒装句（谓之此：说的是,），作用：宾语用代词“之”复指一下，强调宾语。“之”“此”同意,）,文言句式,通假字,兑,命,（“兑”同“说”，指的是殷商时的贤相傅说）,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,三、课文翻译,虽,有,嘉肴,，,弗,食，不知其,旨,也；虽有,至道,，弗学，不知其,善,也。,是故,学然后知不足，教然后知,困,。,美味的菜,味美,最好的道理,好处,所以,困惑,知不足，然后能,自反,也；知困，然后能,自强,也。故曰：,教学相长,也。兑命曰“,学学半,。”,其,此,之谓,乎！,自我反思,自我勉励,教和学互相推动，互相促进，教别人，也能增长自己的学问,教别人占自己学习的一半。,第一个“学”,同,“,敩,”,，教导,表示推测,即使,表否定：不,说的是,三、课文翻译 虽有嘉肴，弗食，不知其旨也；虽有至道，弗,译文：,即使有美味肉食，不去品尝，就不知道其中的甘美；即使有最好的道理，不去学习，就不知道它的好处。所以，学习之后才知道自己的不足，教人之后才知道自己有不懂的地方。知道了自己的不足，这样以后才能自我反思；知道了自己困惑的地方，这样以后才能勉励自己。所以说：教和学是互相促进。尚书兑命说：“教别人占自己学习的一半。”大概说的就是这个道理吧！,译文：即使有美味肉食，不去品尝，就不知道其中的甘美；,四、互动探究,1.,虽有嘉肴,一文主要论述了什么道理？怎样理解“教学相长”的含义？,本文主要论述了,教学相长,的道理。,人学习之后就会知道自己的不足之处，才能反省自己，提高自己，教人之后才能知道自己有理解不了的地方，这样才会自我勉励，不断提高，教和学是相互促进的，相辅相成的。,四、互动探究 1.虽有嘉肴一文主要论述了什么道理？,2.,文章开始写虽有嘉肴有何作用？,从“嘉肴”写起，是为了由“嘉肴”引出下文对教与学关系的论述，有“嘉肴”“至道”作类比，教与学的关系就浅显易懂了，这种说理的方法叫做,“类比推理”,。,2. 文章开始写虽有嘉肴有何作用？ 从“嘉肴”写,3.,你从“虽有嘉肴，,弗,食，不知其,旨,也；虽有,至道,，弗学，不知其,善,也”一句悟出了什么道理？,实践非常重要，要把明白了的道理付诸行动，通过行动来证明道理是否正确。,3.你从“虽有嘉肴，弗食，不知其旨也；虽有至道，弗学，,4.,学习只会使人知识越来越丰富，思想越来越充实，本文却说：“学然后知不足”，你如何理解？,只有学习才会知道知识浩如烟海，学问没有止境，所以，越学视野越开阔，越学越感到自己知识的不足。,4.学习只会使人知识越来越丰富，思想越来越充实，本文却,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,5.,“教学相长”给了我们怎样的启示？,（,1,）学是第一位的，不学则无法获得知识。只有学习以后才能知道自己的不足，教人以后才能知道自己有理解不了的地方。教和学是相辅相成，互相促进的,。（有时候我们可以采用教的方式学习，比如可以尝试把自己的理解讲给同桌听，看看他的反应，如果他不能明白，可能表示你的理解还存在漏洞或缺陷，这时就可以“知困”而“自强”了）,（,2,）教师和学生、学生与学生之间应该互相学习，互相促进，共同提高。,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,6.,本文共,5,句话，但观点明确，说理透彻，请结合短文内容说说作者的写作思路。,第一句：,用比喻的修辞手法从反面阐述“学”的重要性。,第二三句：,阐述教学相长的关系，以强调“师生都要学习”。,第四五句：,引用名言证明教学相长的道理。,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,虽有,/,嘉肴，弗食，不知,/,其旨也；虽有,/,至道，弗学，不知,/,其善也。,是故,/,学,/,然后知不足，教,/,然后知困。,知不足，然后,/,能自反也；知困，然后,/,能自强也。,故曰：教学,/,相长也。,兑命,曰：“学,/,学半”，其,/,此之谓乎！,虽有,/,嘉肴，弗食，不知,/,其旨,也,；虽有,/,至道，弗学，不知,/,其善,也,。,是故,/,学,/,然后知不足，教,/,然后知困。,知不足，然后,/,能自反,也,；知困，然后,/,能自强,也,。,故曰：教学,/,相长,也。,兑命,曰：“学,/,学半”，,其,/,此之谓乎,！,五、再读课文，注意读出语气、情感,对偶，分句内部转折、假设，读出,惋惜、遗憾,的感情。,加点重读，语速渐缓，读出一种,沉重感。,在第二句基础上有所奋起，语调略微上扬，读出一种,振奋感,。,是全文的中心，要,读得语重心长,。,读出一种,欣喜,的感觉。,5,个“也”，起舒缓语气的作用，读来应有一种谆谆教诲之感。,。,虽有/嘉肴，弗食，不知/其旨也；虽有/至道，弗学，不知/其善,六、 课文,我能背,虽有,，弗,，不知,；,虽有,，弗,，不知,。,是故学,，教,。,知不足，然后,；,知困，然后,。,故曰：“,”。,兑命,曰：“,”，其,！,六、 课文我能背 虽有 ，弗,本文运用类比的手法引出要阐述的观点，指出教育学是相互促进，相辅相成的，即“教学相长”，同时告诉了我们实践出真知的道理。,主旨归纳,本文运用类比的手法引出要阐述的观点，指出教育学是相互,艺术特色,1.,运用类比手法。,文章开头运用类比手法，以“即使有美味佳肴，不去品尝，就不知道它的味道鲜美”类比“即使有最好的道理，不去学习，就不知道它的益处”。,2.,逻辑严密，有条有理。,文中开头先讲学习的重要性，接着讲到教与学的关系，最后提出教学相长的结论，逻辑严密，有条有理。,艺术特色1.运用类比手法。 文章开头运用类比手法，以“,虽有嘉肴,类比论证,学习的重要性,道理论证,教学相长,引用论证,强调教学相长,教和学,相辅相成,结构梳理,虽有嘉肴类比论证学习的重要性道理论证教学相长引用论证,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,1.,背诵课文，说说你的感悟。,2.,完成相应课时练习。,3.,预习,大道之行也,课后作业,状元成才路状元成才路状元成才路状元成才路状元成才路状元成才路,