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《五人墓碑记》词句疏通之后,我即要求学生寻觅全文的“文眼”。经过讨论,同学们逐渐归纳到一个“义”字。我启发学生用简洁的语言归纳课文如何围绕“义”字叙事、议论、抒情。一学生说:“‘五人激于义’而死是全文的关键。是对五人之死的全面评价。又一学生说:”‘为之声义’是五人死之缘由,‘激昂大义’是对五人的赞颂。“”好!“我随即鼓励道,”‘为之声义“之’代谁?”同学们异口同声地说:“周顺昌。”“周顺昌是怎
After the wording of “Five Tombstones” was dredged out, I asked the students to look for the “eyes” of the full text. After discussion, the students gradually summed up into a ”righteousness“ word. I inspire students to use simple language to sum up how the text revolves around the ”righteousness“ of words, arguments, and lyrics. One student said: ”The ’five stimulating in righteousness’ and death is the key to the full text. It is a comprehensive evaluation of the death of five people. Another student said: “’For the sake of justice’ is the cause of five deaths, ’Impression and righteousness’ is a tribute to five people. ”“Good!”I immediately encouraged me to say, “Who is it for?” The students said in unison: “Zhou Shunchang.”" Zhou Shunchang is how