部编八年级下册庄子二则讲解.ppt

单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,部编八年级下册庄子二则讲解,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,庄子的想法表达了一种人生如梦的人生态度。今天，就让我们一起走近庄子，学习庄子的人生哲学！,21,庄子,二则,R,八年级语文下册,学习目标,了解庄子的作品及其思想主张；积累常用文言词语，整体把握课文大意。,（重点）,体味对话中的人物语气，理解课文中两则寓言阐述的道理。,（难点）,学习庄子追求逍遥洒脱的人生态度，无所恃的绝对自由的精神境界。,（难点）,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,作者简介,庄周（约前,369,前,286,），战国时宋国蒙（今河南商丘东北）人。著名的思想家、哲学家、文学家，是,道家学派,的代表人物，老子哲学思想的继承者和发展者，先秦庄子学派的创始人。后世将他与老子并称为,“老庄”,，他们的哲学为“老庄哲学”。,他的主要思想是,“天道无为”,，认为一切事物都在变化。,主张“无为”,，幻想一种“天地与我并生，万物与我为一”的主观精神境界，,庄子,是庄周及其后学的著作集，为道家经典之一。,庄子,一书，据,汉书,艺文志,记载有,52,篇，现在仅存,33,篇，分为内篇、外篇、杂篇。,庄子,散文在先秦诸子中独具风格，文章已完全突破了语录形式而发展成为专题论文。,庄子,的散文辛辣、幽默、形象、生动，富有趣味性以及艺术魅力。,作品简介,第一则选自,庄子集释,，自晋人郭象以来，众家莫不把它的篇旨看作是论“逍遥”，并且以“逍遥游”作为庄子人生追求的理想境界，这一点几乎没有异议，但在关于何为“逍遥”，怎样才能“逍遥”的问题上，出现了种种分歧，从而影响到对该篇思想意义及有关问题的正确理解。,第二则，庄子与惠子由于基本观点的差异，在讨论问题时，便经常互相“抬杠”，对惠子的批评，庄子都是站在自己的哲学观点上，而他最大的用意，则在于借惠子来抒发己意。他们两人在现实生活中固然有距离，在学术观念上也很对立，但在情谊上，惠子却是庄子生平唯一的契友。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,字词学习,鲲（）徙（）抟（）,南冥（）濠梁（）,鲦鱼（）,kn,x,tun,mn,ho,tio,北冥有鱼,1.文意疏通,北,冥,有鱼，,其,名,为,鲲，鲲之大，不知其几千里也，化,而为,鸟，其名为鹏，鹏之背，不知其几千里也，,怒,而飞，其翼,若垂,天之云，,北方的大海里有一条鱼，它的名字叫鲲。鲲的大，不知道大到几千里；变化成为鸟，它的名字就叫鹏。鹏的脊背，真不知道长到几千里啊；当它奋起而飞的时候，那展开的双翅就像挂在天边的云彩。,海,它的,表顺接,叫做,成为,振奋,好像,悬挂,文意疏通,是,鸟也，,海运则将,徙于南冥南冥者，,天池,也。,齐谐,者，,志,怪者也。,谐,之言曰：“鹏之徙于南冥也，水击三千里，,抟扶摇,而上者九万里，,去以,六月,息,者也。”,这种鹏鸟呀，在海动风起时就随着海上汹涌的波涛迁徙到南方的大海。南方的大海是个天然的大池。,齐谐,是一部专门记载怪异事情的书，这本书上记载说：“当鹏鸟迁徙到南方的大海时，一扇动翅膀激起的水花就达三千里，乘着旋风盘旋而起，飞往九万里的高空。它是乘着六月的大风而离开北海的。”,这,海水运动,打算,就,天然大池,记载,击打,盘旋而上的风,离开,凭借,风,疏通文意,野马,也，尘埃也，生物之以,息,相吹也。天之,苍苍,，其,正色,邪？,其,远,而,无所至,极,邪？,其视下,也，亦若是,则已矣,山野中的雾气，空气中动荡的尘埃，都是生物用气息相吹拂的结果。天色深蓝，这是它的本色吗？还是因为天空高旷辽远而看不到尽头呢？鹏鸟在高空往下看，也像这样罢了。,山野的雾气,气息,本色,表选择,因此,深蓝色,尽头,代大鹏,任何事物的存在都是依附于一定的条件,往下看,罢了,北冥有鱼，其名为鲲。鲲之大，不知其几千里也；化而为鸟，其名为鹏。鹏之背，不知其几千里也；怒而飞，其翼若垂天之云。,冥：,鲲：,怒：,垂天之云：,同“溟”，海。,大鱼名。,振奋，这里指用力鼓动翅膀。,悬挂在天空的云。,夸张,动作描写,介绍鲲鹏形体,是鸟也，海运则将徙于南冥。南冥者，天池也。,齐谐,者，志怪者也。,谐,之言曰：“鹏之徙于南冥也，水击三千里，抟扶摇而上者九万里，去以六月息者也。”野马也，尘埃也，生物之以息相吹也。,海运：,天池：,志怪：,水击：,抟：,扶摇：,息：,野马：,海水运动。,天然形成的水池。,记载怪异的事物。,击水，拍打水面。,仰视鲲鹏飞南冥,盘旋飞翔。,旋风。,引用：表明这种情形真实可信。,山野中的雾气，奔腾如野马。,气息，这里指风。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,天之苍苍，其正色邪？其远而无所至极邪？其视下也，亦若是则已矣。,苍苍：,正色：,邪：,极：,下：,是：,湛蓝。,同“耶”，疑问语气词。,真正的颜色。,尽。,向下。,想象高空俯视情景,这样。,2.,研读课文,回答下面的问题。,(1),庄子是怎样描写这只鹏鸟的呢,?,请从文中勾画出描写“鹏”特点的语句并概括大鹏的特点。,“北冥有鱼,其名为鲲”指出了鲲鹏所居之地为“北冥”,即北海,旷远而神秘的地方让鹏鸟也带上了神秘的色彩。,“鲲之大,不知其几千里也,将徙于南冥”从体大、背大、翼大以及活动范围大四个方面极言鲲鹏形体之大、变化之神奇、飞腾时气势之壮观,展示了鲲鹏磅礴壮观的形象特点。,“鹏之徙于南冥也,去以六月息者也”句描写了鲲鹏奋起而飞时的气势,以汪洋恣肆的行文风格,把虚构的事物写得活灵活现,体现了鲲鹏与天地融为一体的壮美形象。,(2),鹏鸟为什么要迁徙到南冥,?,南冥是天然的大池,是鹏鸟心目中的理想境地,迁徙到南冥是要追求一种精神的自由。,(3),鹏鸟由北海飞到南海,需要借助什么,?,“海运则将徙于南冥”“抟扶摇而上者九万里,去以六月息者也”。,(4),山野中的雾气、空中的尘埃,需要借助什么才能飘扬,?,要靠气息相吹。,(,生物之以息相吹也,),(5),庄子凭借丰富的想象力给我们描绘鹏鸟和野雾、尘埃的活动情况,是为了说明什么问题,?,任何事物的活动都是有所凭借的。鹏鸟奋飞必须凭借“海运”和风力,野雾、尘埃要靠气息的吹拂。正因为如此,任何事物都会受到局限。人无法看清天真正的颜色,鹏鸟也看不到地上的真正情景。,3.,学习文言文,要联系现实,古为今用,这样才能赋予经典以时代意义。请以“鲲鹏是否达到真正的逍遥”为话题,谈谈你对自由的认知。,(,注,:,“逍遥”意思是没有什么约束,自由自在,),没有达到真正的逍遥。文中说,:,“海运则将徙于南冥”“抟扶摇而上者九万里,去以六月息者也”,“海运”即海动,海动必有大风,;,“扶摇”是旋风,而“六月息”就是六月的大风。这些都说明没有风,大鹏就无法翱翔,就谈不上逍遥。所以说课文中鲲鹏并没有达到庄子所追求的逍遥游的境界,因为鲲鹏的行为还处于有所凭借的状态。与其苦苦追求这种不可实现的“自由”,不如顺应自然,在内在境界里追求超然物外的自由状态。,鲲鹏御风而行，,状似逍遥，其实还没有达到真正的逍遥。,说明任何事物的存在都是依附于一定的条件，它们的活动都是有所凭借。,作者这篇文章借鲲鹏的寓言想要说明什么道理？,主旨归纳,主要观点：人应当参透功名利禄、权势地位的作用力，打破其束缚，使精神活动臻至,优游自在，无牵无挂,的境界。,结构梳理,北冥有鱼,介绍鲲鹏形体,有所待,仰视鲲鹏飞南冥,想象高空俯视情景,庄子,：北冥有鱼,本文节选自,庄子,内篇第一篇,逍遥游,的前半篇。庄子在这段文章中阐述了他的,无所待,(,凭借,),的思想。认为万物皆有所,“,待,”,，而且,“,待,”,有大小,有,“,待,”,，即不自由。而庄子的,逍遥游,是借用寓言说理,在层层铺垫中推出最高理想,自由，即无所,“,待,”,。,庄子的,“,自由,”,是一种精神的最高境界，在现实的物质世界中不可能存在。,艺术特色,1.,巧借寓言，富有哲理。,庄子运用大鹏南飞凭借风的力量的故事，讲述了大鹏飞翔受到了风的限制，还是有所依赖的，所以大鹏还是有所待，并没有达到真正的逍遥，说理形象，寓意深远。,2.,对比鲜明，道理明确。,那些山野中的游气,(“,野马”,),、飞尘,(“,尘埃”,),，空中的活动之物,(“,生物”,),，皆由风相吹而动。与鲲、鹏相比，它们实在是太渺小了，但它们要能够动起来，依然要有所凭借，即有所“待”。显然，它们也没有达到逍遥。,3.,想象丰富，意境开阔。,“大鹏”“野马”“尘埃”都展现了庄子丰富的想象力，想象雄奇瑰丽，汪洋恣肆，跌宕多姿，用形象、生动的故事来说明一个它们都有所待，没有达到真正的逍遥的道理。,庄子与惠子游于濠梁之上,ho,濠水上的桥。濠，水名，在今安徽凤阳。,疏通文意,庄子与惠子游于濠,梁,之上。庄子曰：“鯈鱼出游,从容,，,是,鱼之乐也。”惠子曰：“子非鱼，,安,知鱼之乐？”庄子曰：“子非我，安知我不知鱼之乐？”,庄子和惠子一道在濠水的桥上游玩。庄子说：“鯈鱼在河水中游得多么悠闲自得，这就是鱼儿的快乐呀。”惠子说：“你又不是鱼，怎么知道鱼的快乐？”庄子说：“你又不是我，怎么知道我不知道鱼儿的快乐？”,桥,悠闲自在,怎么,这是,惠子曰：“我非子，,固,不知子矣；子,固,非鱼也，子之不知鱼之乐,全,矣！”庄子曰：“请,循,其,本,。子曰汝安知鱼乐,云者,，,既,已知吾知之而问我。我知之濠上也。”,惠子说：“我不是你，固然就不知道你的想法；你本来就不是鱼，你不知道鱼的快乐，就是可以完全确定的。”庄子说：“请从我们最初的话题说起。你说你是从哪里知道鱼的快乐等等，既然你已经知道了我知道鱼的快乐而却又问我，所以我说我是在濠水的桥上知道的。”,固然,天人合一,确定,追溯,问题的开始,之类,就,本来,疏通文意,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,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,鲦鱼：,是：,安：,一种白色小鱼。,庄子与惠子游于濠梁之上。庄子曰：“鲦鱼出游从容，是鱼之乐也。”惠子曰：“子非鱼，安知鱼之乐？”庄子曰：“子非我，安知我不知鱼之乐？”,这。,疑问代词，怎么，哪里。,反问句：庄子避开正面回答惠子的问题，而采取反问的方法回答，以“非我”者“不知我”，推论“不知我”者不知“我知鱼”，据理力争，足见他的机智。,惠子曰：“我非子，固不知子矣；子固非鱼也，子之不知鱼之乐，全矣！”庄子曰：“请循其本。子曰汝安知鱼乐云者，既已知吾知之而问我，我知之濠上也。”,全：,循其本：,云者：,完全，肯定（是这样）。,追溯话题本原。循，追溯。,助词，用于句末，表停顿，以引出下文。,惠子采用逻辑推理，首先承认不是庄子，故不知道庄子，然后照此推理，庄子不是鱼，因此也不知鱼之乐。,课文解读,【庄子】,鲦鱼出游从容，是鱼之乐也。,【惠子】,子非鱼，安知鱼之乐？,【庄子】,子非我，安知我不知鱼之乐？,【惠子】,我非子，固不知子矣；子固非鱼也，子之不知鱼之乐，全矣！,【庄子】,请循其本。子曰“汝安知鱼乐”云者，既已知吾知之而问我，我知之濠上也。,阅读并思考：,1.,庄子坚持认为“出游从容”的鱼儿很快乐，表现了他怎样的心境？,庄子认为鱼“乐”，其实是他愉悦心境的投射与外化。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,2.,指出下面两个疑问句的语气的强弱特点和表达效果。,（,1,）“子非鱼，安知鱼之乐？”,（,2,）“子非我，安知我不知鱼之乐？”,（,1,）句是惠子针对庄子知“鱼之乐”而发起的疑问，,语气较轻,；,（,2,）句是庄子针对惠子的问话的回答，用的是反问的语气，,语气较强,。这句话不从正面回答惠子的问题，而从反面相对，收到很好的表达效果。,3.,在这场辩论中庄子是如何化解惠子的发难的？,庄子把“安知”，解释成“哪知道”或“怎知道”，而惠子本意是“怎么（能）知道”。庄子偷换概念，避重就轻，化解了发难，其机智灵活的形象跃然纸上。,4.,这场“鱼之乐”的辩论体现了庄子和惠子二人各自怎样的思想？,庄子追求“天地与我并生，而万物与我为一”，和万物平等共生，与外界契合无间。短文中的“鱼之乐”，其实也就是他愉悦心境的投射和外化。,惠子偏重于知识性的判断。论辩言语严密，逻辑性强，对事物的认知是持以寻根究底的态度，求实而缺乏美学意义上的欣赏。,如果说惠子带有逻辑家的个性，那么庄子则具有艺术家的风貌。,结构梳理,惠子,力辩、求真、拘泥,庄子,巧辩、尚美、超然,万物与我为一,庄子与惠子游于濠梁之上,这则故事通过庄子与惠子围绕着“鱼之乐”而展开辩论，表现了庄子的机智与巧妙的辩论风格，,鲦鱼出游从容，而“心”感应，这就给人们宣扬了一种“天人合一”的哲学观点。,5,、通过辩论，庄子向我们宣扬了一种什么观点？,主旨归纳,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,力辩,求真,拘泥,【庄子】,【惠子】,巧辩,尚美,超然,轻松闲适，诗意盎然,1.,关于这场“濠梁之辩”的结果，有人说是庄子赢了，有人说是惠子赢了，你认为是谁赢了？,深入探究,2.,结合两则故事试理解庄子的人生态度。,北冥有鱼,大鹏向南飞行，需要乘着六月的风而去。也就是说，大鹏的飞行是有所“待”的。它虽然能够在天空翱翔，看似自由自在，但其实还要借助风的力量，也就是说，它受到了风的制约。如果没有大风，大鹏是不可能飞翔的。因此，在天空翱翔的大鹏其实并没有达到真正的逍遥。,主要观点：人应当参透功名利禄、权势地位的作用力，打破其束缚，使精神活动臻至,优游自在，无牵无挂,的境界。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,庄子与惠子游于濠梁之上,中，惠子好辩，重分析。对于事物有一种寻根究底的认知态度，重在知识的探讨。庄子智辩，重观赏，对于外界的认识，带有欣赏的态度，将主观的情意发挥到外物上而产生移情同感的作用。如果说惠子带有逻辑家的个性，那么庄子则具有艺术家的风貌。,主要观点：天人合一,庄子心境旷达，视荣华富贵如敝屣，他有着高雅的生活情趣。,秋水,一文所宣扬的是庄子一贯的思想，即人的生死、寿夭、祸福、穷通、贵贱、贫富、得失、成败等等都是完全相对的东西，并且是人力所不能左右的，应一切顺其自然。庄子鄙视功名富贵，追求快乐自由便是这种思想支配下的心灵选择。,其思想虽有消极虚无的一面，但其根本目标却在于要使人的生活和精神达到一种不为外物所束缚、所统治的绝对自由独立的境界。多少年来，庄子思想曾给乱世中饱经沧桑的心灵以莫大的安慰，即使在物质文明高度发达的今天也有它独特的作用。,艺术特色,1.,精彩的论辩艺术。,通篇采用对话的形式，两人一句接着一句，用“以子之矛，攻子之盾”的方法，把这场辩论深化，显示了精彩的论辩艺术。,2.,笔法轻松，充满机智和幽默。,围绕庄子是否知道“鱼之乐”的辩论，本是深奥的逻辑问题，但文章用轻松、闲适的笔调描述辩论过程，二人语言不乏幽默，令人感受到日常生活中的诗意。,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,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,文言小结,南冥者，,天池,也（）,安,知鱼之乐（）,子,非我，安知我不知鱼之乐（）,古今异义,古义：天然形成的水池,今义：高山湖泊名,古义：怎么 今义：安全,古义：对人的尊称,今义：孩子，儿子,而,怒,而,飞,其远,而,无所至极邪,（,连词，表修饰,）,（,连词，表承接,）,其,其,正色邪,不知,其,几千里也,（,连词，表示选择,）,（,代词，代鲲,）,一词多义,之,安知鱼,之,乐,既已知吾知,之,而问我,子,之,不知鱼之乐,（,助词，的,）,（,代词，代鱼的快乐,）,（,助词，用于主谓之间，取消句子独立性，无义,）,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,词类活用,其视,下,也,（名词用作状语，往下）,志,怪,者也,（形容词用作名词，怪异的事情）,水,击三千里,（名词用作形容词，在水面上）,南冥者，,天,池也,（名词用作形容词，天然的）,文言句式,判断句：,齐谐,者，志怪者也,（“,者,也”表判断）,是鱼之乐也,（“,也”表判断）,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,倒装句：,去以六月息者也,（介词短语后置句，应为“以六月息者也去”）,庄子与惠子游于濠梁之上,（状语后置句，应为“庄子与惠子于濠梁之上游”）,省略句：,我知之濠上也,（省略介词“于”，应为“我知之于濠上也”）,拓展延伸,庄子有许多内容已演化为寓言和成语，保留在现代汉语中。下列寓言和成语都出自庄子：,鹏程万里,扶摇直上,越俎代庖,望洋兴叹,朝三暮四,薪火相传,东施效颦,盗亦有道,无中生有,枯鱼之肆,呆若木鸡,无用之用,蜗角之争,每况愈下,涸辙之鲋,邯郸学步,窃钩者诛，窃国者诸侯,成者英雄败者贼,运斤成风痀偻承蜩庖丁解牛大而無当,中规中矩大相径庭朝生暮死椿萱并茂,沉魚落雁秋毫之末栩栩如生目无全牛,如土委地迎刃而解游刃有余得心应手,踌躇滿志不翼而飞支离破碎真知灼见,探囊取物舐痔舔痈屠龙之技强聒不舍,吐故纳新鼓盆而歌昭然若揭似是而非,螳螂捕蝉，黄雀在后失之交臂捉襟见肘,学富五车栉风沐雨,巩固提升,1,、下面句子的朗读节奏划分有误的一项是（）,A.,是鸟也，海运,/,则将徙于,/,南冥,.,B.,抟,/,扶摇而上者,/,九万里,.,C.,庄子,/,与惠子,/,游于,/,濠梁之上,D.,子固,/,非鱼也，子之,/,不知鱼之乐,/,全矣,D,巩固提升,2,、下面加点词语解释有误的一项是（,）,A.,齐谐,者，志,怪,者也（特别奇怪）,B.,其视下也，亦若,是,则已矣（这样）,C.,汝,安,知鱼乐（怎么）,D.,循,其本：追溯（追溯）,A,巩固提升,3,、下面句子翻译有误的一项是（,）,A.,怒而飞，其翼若垂天之云。,译：当它奋起而飞的时候，那展开的双翅就像挂在天边的云彩。,B.,天之苍苍，其正色邪？,译：天空灰蒙蒙的，这是它的本色吗？,C.,鯈鱼出游从容，是鱼之乐也。,译：鯈鱼在河水中游得多么悠闲自得，这是鱼的快乐啊。,D.,子固非鱼也，子之不知鱼之乐全矣,译：你本来就不是鱼，你不知道鱼的快乐，这是可以完全确定的,!,B,巩固提升,4,、文章标题为“北冥有鱼”，后来怎么又写鸟了？这说明了什么？,鸟是由鱼变化而来的。鲲的体形有几千里，变成鸟后，鸟的脊背不知有几千里长。说明庄子想象力丰富。,一,背诵北冥有鱼,说说文中讲了哪几层意思,作者笔下的,“,鹏,”,是个什么样的形象。,参考答案,:,作者主要向我们描述了神奇莫测的巨鲲大鹏的形象,以及大鹏向南迁徙到南海要,“,去以六月息者,”,它也有所待,有局限。可分为三层,:,第一层开头至,“,其翼若垂天之云,”,介绍鲲鹏,突出鹏鸟出身不凡及体型庞大,;,第二层从,“,是鸟也,”,至,“,生物之以息相吹也,”,阐述鹏是如何迁徙的,;,第三层从,“,天之苍苍,”,至,“,亦若是则已矣,”,庄子给出确定的结论,鹏鸟和人们一样,并不能弄清天的本色,鹏鸟的认识也是有局限的。,“,鹏,”,形体硕大无比,变化神奇莫测,奋飞时气势壮美。作者从体大、背大、翼大以及活动范围大,(,长度,:,从北海到南海,;,高度,:,九万里,),四个方面极写鲲鹏形象磅礴壮观。用夸张的手法描述鲲鹏,“,不知其几千里也,”,言其形,“,若垂天之云,”,言其翼,“,北冥,”“,南冥,”“,九万里,”,言其活动天地,极言鲲鹏形体之大、变化之神奇、飞腾时气势之壮观,向我们展示了一幅雄奇壮丽的画卷。,课后习题参考答案,二,熟读庄子与惠子游于濠梁之上,复述这则故事,并回答下列问题。,1,.,庄子与惠子的论辩十分巧妙,试说说巧妙在哪里。,2,.,庄子为什么说他知道,“,鱼之乐,”?,谈谈你的理解。,参考答案,:,1,.,在惠子巧妙地援引庄子的反驳建立起符合逻辑的推理后,庄子似乎就此认输了,可是他又返回争论的起始,借偷换概念而避重就轻地将惠子的发难巧妙地化解了。他把惠子说的,“,安知,”,解释成,“,哪里知道,”,或,“,怎样知道,”,而惠子的本意却是,“,怎么,(,能,),知道,”,。,2,.,在庄子与惠子的论辩中,惠子偏于理性,庄子比较偏于感性,惠子偏于逻辑,庄子偏于形象。惠子与物是隔离的,而庄子是融通的,所以知道,“,鱼之乐,”;,惠子是用逻辑的眼光看待,“,鱼,”,而庄子是用诗意的眼光看待,“,鱼,”,是,典型的“移情”作用，庄周是把自己的快乐移栽到鱼的情绪上，反过来更衬托出庄子的快乐。,所以知道,“,鱼之乐,”,。,参考答案,:,1,.,怒,:,振奋,这里指用力鼓动翅膀。,2,.,志,:,记载。,3,.,安,:,怎么。,4,.,循,:,追溯。,四,李白一生常以大鹏自比,下面这首上李邕,是他写给当时德高望重的名士、北海太守李邕的。结合注释,并查阅工具书,说说诗人借助大鹏的形象表达了怎样的情感。,大鹏一日同风起,扶摇直上九万里。,假令风歇时下来,犹能簸却沧溟水。,世人见我恒殊调,见余大言皆冷笑。,宣父,犹能畏后生,丈夫未可轻年少。,宣父,:,指孔子。唐太宗贞观十一年,(637),下诏尊称孔子为,“,宣父,”,。,畏后生,:,语出论语,子罕,“,后生可畏,焉知来者之不如今也,”,。,参考答案,:,李白年轻时胸怀大