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生于忧患 死于安乐 教学设计2
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  • 更新时间: 2009年12月24日
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软件简介
在思想上,苏轼博通经史,一方面,他仰慕屈原、贾谊、诸葛亮等经世济时的人物。曾多次上书朝廷,要求改革弊政。他在长、行为三个方面来概述其艰难困苦的状况的)
(3)“苦其心志,劳其筋骨,饿其体肤,空乏其身,行拂乱其所为”这样做有什么好处呢?
(归纳:一是能培养坚强的意志和毅力,二是能发展一个人的才能)
过渡:文中在亮明了观点(人要担当大任,应当先受艰苦磨炼)之后,作了进一步的阐述,看第三段。
3、指名读第三段
提问:为什么人在犯错以后才能改正?(经过了主观思想斗争)
   文中哪句话是形容这种斗争的情形的?(用于心、衡于虑)
   这种思想斗争的情况可以通过什么来了解?(色、声)
教师归纳:由引可见,孟子关于造就人才的观点,不仅重视客观环境的影响,也强调人的主观因素。
”、“歌”,表现出泛舟秋江赏美景的愉悦;“纵”有听凭、随意的意思。主人公在茫无边际的江水中从流飘荡、任意东西,于是“浩浩乎如冯虚御风,飘飘乎如遗世独立,羽化而登仙。”作者写自己在辽阔江面上泛舟,仿佛在浩荡的太空中乘风飞行,毫无阻碍简直就要远离人世,飘飘升入仙界里去了,令人陶醉其中。
五、老师总结
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