（人教版）九年级语文下册9 鱼我所欲也优质课件.ppt

1、9 鱼我所欲也,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

2、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

3、路,状元成才路,学习目标,积累常见的文言实词、虚词，识记作家作品；抓住文章的主要论点，理解文章内容。（重点） 学习运用对比论证、比喻论证的论证方法及层层深入的论证方式。（难点） 正确评价孟子所阐述的“舍生取义”的观点，加强自身的道德修养。（重点）,作品简介,孟子是记录孟子及其弟子言行的著作，共七篇，一般认为是孟子及其弟子万章、公孙丑等人共同编著的。它不仅是儒家的重要学术著作，也是我国古代极具特色的散文专集。其文气势磅礴，论证严密；尤长于譬喻，即用形象化的事物和语言来说明复杂抽象的道理；语言明白晓畅，平实浅易，又精练准确，对后世散文的发展有很大影响。,背景链接,本文选自孟子告子上（孟子译注，中华

4、书局1960年版）。孟子（约前372前289），名轲，字子舆，邹（今山东邹城东南）人，战国时期思想家，儒家学派的代表人物，被尊称为“亚圣”。孟子所处的时代，是一个“上下交征利”的时代。孟子认为，一国上下不顾道义地逐,利，就会作乱犯上，必然导致国破家亡。所以孟子甚至将“富”与“不仁”对立起来。因此，孟子在鱼我所欲也中提出的“舍生而取义”的观点，既是对人性的一种期望，也是对仁政的一种期待。正像他所说的那样：“人皆有不忍人之心。先王有不忍人之心，斯有不忍人之,政矣。”（公孙丑上）在这里，个人的修为和国家的治理是一脉相通的，从中我们也可以窥见儒家政治理念中修身、齐家、治国、平天下的影子。另外，孟子素以

5、批判杨朱“拔一毛而利天下，不为也”的极端利己主义著称，这从本文中也能看出一些端倪。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,

6、状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,

7、状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,整体感知,朗读课文，读准字音，把握文章节奏，理解文章大意。,苟得（ ） 一箪食（ ） 所恶（ ） 一豆羹（ ） 蹴（ ） 不屑（ ）,u,w,n,dn,c,xi,生：生命。,鱼，我所欲也；熊掌，亦我所欲也。二者不可得兼，舍鱼而取熊掌者也。生，亦我所欲也；义，亦我所欲也。二者不可得兼，舍生而取义者也。生亦我所欲，所欲有甚于生者，,义：正义。,舍：舍弃。,熊掌：熊的脚掌，古人认为是珍贵的食品。,得兼：即“兼得”，同时获得。得，得到。兼，同时涉及或具有几种事物。,故不为苟得也；死亦我所恶，所恶有甚于死者，故患有所不辟

8、也。如使人之所欲莫甚于生，则凡可以得生者何不用也？使人之所恶莫甚于死者，则凡可以辟患者何不为也？,恶：讨厌，憎恨。,患：祸患，灾难。,辟：同“避”，躲避。,故：所以。,苟得：苟且取得。这里是苟且偷生的意思。,如使：假如，假使。,凡：凡是。,何不用也：什么（手段）不可以用呢？,由是则生而有不用也，由是则可以辟患而有不为也。是故所欲有甚于生者，所恶有甚于死者。非独贤者有是心也，人皆有之，贤者能勿丧耳。 一箪食，一豆羹，,由是：由，介词，凭借，根据；是，指示代词，指某种手段。,是故：因此，所以。,非独：不仅，不只是。,是心：这种心。,丧：丧失。,箪：古代盛饭用的一种圆形竹器。,豆：古代盛食物的一种容

9、器。,羹：用肉（或肉菜相杂）调和五味做的粥状食物。,得之则生，弗得则死。呼尔而与之，行道之人弗受；蹴尔而与之，乞人不屑也。万钟则不辩礼义而受之，万钟于我何加焉！为宫室之美、,呼尔而与之：意思是没有礼貌地吆喝着给他。尔，用作后缀。,蹴：踩踏。,不屑：认为不值得，表示轻视而不肯接受。,万钟：优厚的俸禄。钟，古代的一种量器。,辩：同“辨”，辨别。,何加：有什么益处。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

10、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

11、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,妻妾之奉、所识穷乏者得我与？乡为身死而不受，今为宫室之美为之；乡为身死而不受，今为妻妾之奉为之；乡为身死而不受，今为所识穷乏者得我而为之：是亦不可以已乎？此之谓失其本心。,奉：侍奉。,所识穷乏者得我与：所认识的穷困的人感激我吗？得，同“

12、徳”，感恩、感激。与，同“欤”，语气词。,乡：同“向”，先前、从前。,已：停止。,本心：本性。这里指人的羞恶之心。,谓：叫作。,通假字,故患有所不辟也 万钟则不辩礼义而受之 所识穷乏者得我与 乡为身死而不受,同“避”，躲避,同“辨”，辨别,得，同“德”，感恩、感激；与，同“欤”，语气词,同“向”，先前、从前,重点积累,一箪食，一豆羹,古今异义,古义：古代盛食物的一种容器 今义：豆科植物,非独贤者有是心也,古义：代词，这 今义：判断动词，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,

13、状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,

14、状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,古义：益处，好处 今义：加上、增加,万钟于我何加焉,古义：能够用来 今义：表示许可，能够,则凡可以得生者何不用也,一词多义,所欲有甚于生者 万钟于我何加焉,

15、（介词，表示比较）,（介词，引出动作的对象）,呼尔而与之 由是则生而有不用也,（连词，表修饰，不译）,（连词，表转折，却）,今为宫室之美为之 今为宫室之美为之 则凡可以辟患者何不为也,（介词，为了）,（动词，接受）,（动词，做，这里引申为采用）,故不为苟得也 所识穷乏者得我与,（动词，得到，拥有）,（同“德”，感恩、感激）,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

16、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

17、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,所识穷乏者得我与 呼尔而与之,（同“欤”，语气词）,（动词，给予）,呼尔而与之 为宫室之美,（代词，他）,（助词，的）,则凡可以得生者何不用也 得之则生,（连词，那么）,（连词，就）,词类活用,所识穷乏者得我与,（同“德”，恩惠。名词用作动词，感恩、感激）,文言句式,判断句

18、：,鱼，我所欲也；熊掌，亦我所欲也（“也”表判断）,省略句：,乡为身死而不受 省略主语和宾语，应为“（我）乡为（礼义）身死而不受（施舍）”,倒装句：,所欲有甚于生者（状语后置，正常语序应为“所欲有于生者甚”）,课文解读,再读课文，思考讨论下列问题：,1.开头举“鱼”和“熊掌”有什么作用？,运用比喻论证的方法，以“鱼”喻“生”，以“熊掌”喻“义”，用舍鱼而取熊掌喻指舍生取义，使所述道理更加形象生动，通俗易懂。,比喻论证是用打比方的方法形象地对论点进行证明的一种论证方法。运用比喻论证，可以将抽象的道理具体化，做到深入浅出、平易生动，从而加强对论点的证明。,比喻论证,状元成才路,状元成才路,状元成才

19、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

20、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,舍 取 舍 取,舍生取义,鱼 熊

21、掌,生 义,比喻论证：形象地区别了“生”与“义”的价值高下。 类比论证：由此及彼，由浅入深，引出“生”与“义”的论题来，自然明晓。,2.论点提出以后，文章是怎样围绕论点逐层论述的？理清作者的论证思路。,道理论证,正面,反面,所欲有甚于生者不为苟得,所恶有甚于死者患有所不辟,所欲莫甚于生何不用有不用,所欲莫甚于死何不为有不为,人皆有之，贤者能勿丧耳,推理一层紧扣一层，严密无间,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

22、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

23、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,事实论证,正面,反面,一箪食，一豆羹行道之人弗受乞人不屑,万钟则不辩礼义而受之,勿失其本心,是前面的补充和深入，前后相贯，密切呼应,3.“独”“皆”这两个字有何表达效果？,“独”意思是仅，“皆”意思是都。这两个字指出其实每

24、个人都有向善之心，“义”本来就是一种充塞天地间的正气，无处不有，只是贤者更能坚持罢了。体现了孟子的性善说，为后文批判“不辩礼义而受”“万钟”者埋下伏笔。,4.作者将不食嗟来之食与“不辩礼义而受（万钟）”之禄并举，有什么作用？,对比论证，不食嗟来之食与“不辩礼义而受（万钟）”之禄进行对比，赞扬了舍生取义的精神，批判了那些只贪图荣华富贵而不顾礼义廉耻的权贵们，突出主题。,5.第2段语言极富气势，试简要品析。,第2段运用了排比、对比兼反复的手法,今昔对比，批判了重利轻义、见利忘义的行为，并运用“是亦不可以已乎”这一反诘，使得论证富有气势，情感豪壮炽烈，语含辛辣嘲讽，极具感染力和说服力。,6.如何理解

25、最后一句话在文中的作用？,在结构上，与上文“非独贤者有是心也，人皆有之，贤者能勿丧耳”相照应，收束有力；在内容上，强调“不辩礼义”就失去了“本心”，再次证明本文论点。,写作借鉴,1.善用排比，气势充沛。 孟子喜欢用排比的修辞手法，如“乡为身死而不受，今为宫室之美为之；乡为身死而不受，今为妻妾之奉为之；乡为身死而不受，今为所识穷乏者得我而为之”。本来，这话用一句就可以说完，即“乡为身死而不,受，今为宫室之美、妻妾之奉、所识穷乏者得我而为之”，但他有意把它分成三句排比串联起来，加强了气势，增强了感情，显示出说话人的义正词严、理直气壮。,2.比喻对比，深入浅出。 本文以具体的鱼和熊掌比喻抽象的“生”

26、和“义”，以“舍鱼而取熊掌”巧妙地比喻“舍生取义”，让说理更加浅入深出，生动有趣。此外，本篇中还大量运用对比的手法，如把鱼与熊掌对比，把生与义对比，把重义,轻生的人与贪利忘义的人对比，把“乡为”与“今为”对比，这样互相比较，道理说得更加清楚，给人印象特别深刻，增强了文章的说服力。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

27、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

28、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,提出论点,结构梳理,鱼我所欲也,舍鱼而取熊掌,舍生而取义,舍生取义,比喻论证,逻辑推理,甚于生者，不为苟得 甚于死者，患不辟也 莫甚于生，何不用也 莫甚于死，何不为也,由因推果,假设推理,举例论证,正面论证，嗟来之食,反面论证，万钟俸禄,正反对比,主旨概括,本文以鱼和熊掌设喻，阐述了义重于生、义重于利和不义可耻的道理，提出“舍生取义”的观点，赞扬了那些重义轻生、舍生取义的人，斥责了那些苟且偷生、见利忘义的人，告诫人们要以“义”为重，不要失去“本心”。,拓展延伸,望门投止思张俭，忍死须臾待杜根。我自横刀向天笑，去留肝胆两昆仑。（谭嗣同）,砍头不要紧，只要主义真。杀了夏明翰，还有后来人。（夏明翰）,名人论“义”,课后作业,在中华民族历史上，无数仁人志士都把“舍生取义”奉为人生准则，你能举出几个事例吗？在今天，又该如何理解“舍生取义”呢？,