2022年大堰河烛之武教案 .pdf

学习好资料欢迎下载大堰河我的保姆（第1 课时）教学目标与要求：(1)训练朗读能力(2)体会诗歌真挚的感情(3)揣摩诗歌语言艺术,培养诗歌鉴赏力重点：把握诗人感情和思路发展脉络,体会诗人对保姆大堰河深切的怀念,同情,感激和赞美之情。难点：赏析诗歌艺术特点:一是借叙事抒情,二是对比,反复,排比等表现方法的运用。朗读的声调,节奏的处理。课型：点拨法、讨论法、朗读法、体会法教学过程：一、布置预习收集有关艾青的资料,做好文学常识卡片，读好预习提示,了解本诗创作背景，朗诵寻找诗歌表达思路和感情线索。二、导入新课母爱是世界上最伟大的爱,歌唱母亲,歌颂母爱是诗歌永恒的主题。这节课我们一起来赏析现代著名诗人艾青献给他的养母大叶荷(大堰河)的赞美诗:大堰河我的保姆。三、明确学习目标(见“教学目标与要求”)四、速读全诗(1)点拨研讨作者的思路明确:这首诗以追忆往事为线索展开思路:雪景大堰河被雪压着的坟墓大堰河一生的遭遇大堰河死后一家人的命运赞美诗呈给大堰河及所有劳动人民。研讨诗的诗体特征明确:这是一首叙事抒情诗。体会诗中所抒发的情感,把握诗的感情脉络,完成思考和练习一明确:第一部分(13 节)怀念与痛掉第二部分(48 节)眷念与感激第三部分(911节)同情与控诉第四部分(1213 节)讴歌与赞美五、朗读研讨第一部分学生朗读概括主要内容:突出我与大堰河之间养育与被养育的关系。着重体会第三小节:A,景物描写的意境特征:凄凉,衰败,荒寂。B,大堰河,今天我看到雪使我想起了你这一诗句反复的作用:渲染了抑郁,低沉的怀念之情。学习好资料欢迎下载C,揣摩这一小节朗读的声调(低沉,缓慢)重音及停顿的节奏六、点拨研讨第二部分问：诗人回忆了在大堰河家里生活的几个分镜头？主画面又是什么呢？八个镜头，主画面是“抱在怀里，抚摩我”(3)点拨讨论:多组镜头以排比句式组合在一起,用反复的手法突出抱,抚摸的动作的表达效果明确:增强了语气,丰富了内容,突出了重点,突出了大堰河慈爱,勤劳的形象。诗人回忆在大堰河家的生活,以把我抱在怀里抚摸我 为中心描画了8 个生活镜头,表现出大堰河对乳儿深切的母爱。(4)学生想象描述大堰河的双手:粗糙,黑,骨节粗大,但非常温暖。(5)激发联想:大堰河勤劳慈爱的双手使一个贫穷的家庭充满温馨,使这个被亲生父母嫌弃的孩子得到了母爱。这双手就成了母爱的象征。请同学回忆,联想一下自己母亲双手的形状,说一说在生活中有哪些细节让你深深感到母爱的深广。朗读研讨第 5,6 小节A,点拨讨论 :回到生母家中的我的生活是富足豪华;但我的心情是忸怩不安,请谈谈个中缘由明确:仅有物质生活但没有爱。B,研讨诗人如何借助对比的表现手法来表达对大堰河的深厚感情明确:鲜明的对比更能显示大堰河家是贫穷的,但充满了爱;我的家是富有的,但缺少爱。想起这些,诗人心里充满了眷恋与感激。作业：课后认真读诗，体会作者在诗中所表达的对大堰河的情感，并试着在朗读中表达出这种情感。第 2 课时教学过程：继续研读诗歌：第 7 小节,讨论:大堰河在忙碌,贫困的生活中为什么总是含着笑？（态度：笑忙碌的工作：洗衣洗菜 切菜 喂猪 炖肉 晒麦）明确:大堰河纯朴,宽厚,如同祥林嫂命运悲惨，但很容易满足,靠双手吃饭,并无过多的祈求,诗人对大堰河既赞美又同情。朗读研讨第 8 小节用一个词概括本节内容:深爱。点拨讨论 :诗中哪些细节表现了大堰河对乳儿的深爱明确:切糖,贴画,赞美乳儿,做梦。点拨讨论:为什么说大堰河的梦表现了大堰河对乳儿的深爱？明确:这是大堰河对乳儿的祝愿,期盼乳儿长大,成人,成才,成家,生活美满。文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9学习好资料欢迎下载由此可见大堰河内心世界丰富美好七、点拨研讨第三部分(1)揣摩朗读的声调与节奏明确:抑郁,哀伤,沉重,缓慢。(2)点拨讨论:大堰河的墓是渺小不起眼的,这表明大堰河死后得到的很少很少,而大堰河一生付出却是那样的多,这说明了什么明确:社会的不公道。指导学生用憎恨的语气朗读11 小节点拨:大堰河出身贫苦,地位卑微,但她勤劳,善良,淳朴,仁厚,像一座令人肃然起敬的雕像,永远矗立在诗人的心中，同时也将会矗立在我们每一位读者的心中,让诗人及每一位读者情不自禁地唱一曲赞美诗呈献给这位神圣母亲。八、鉴赏体会第四部分(1)播放配乐朗读录音(2)讨论大堰河的灵魂为什么是紫色的明确:紫色象征高贵,紫色的灵魂,热切地赞颂了大堰河高贵美好的心灵。(3)讨论:这首热烈,深沉的赞美诗仅仅呈给大堰河一个人吗明确:不仅仅献给大堰河,也呈她儿子们,呈给千千万万大堰河般受苦受难劳动人民。九、总结全文今天，我们一起学习了这首诗，理请了诗人由现实到回忆，再到现实的抒情结构，体会诗人起伏跌宕的感情旋律。三十年代末的上海，一位著名诗人见到了艾青，曾激动的说，德国有莱茵河，法国有塞那河，埃及有尼罗河，那么，我可以骄傲的说，中国有大堰河。是的，如果把诗人半个世纪的创作看 成是一条巨大的河流的话，那么，大堰河就是他永不枯竭的源头。教师小结:艾青的这首诗感情真挚,全诗通过一组组意象排列写了大堰河凄苦的一生的片断,构成了由怀念到感激由同情到控诉再到赞美的跌宕旋律,借助于排比,反复,对比等手法表达了诗人鲜明的爱憎。十、布置作业1、反复朗读，读熟全诗（课外阅读艾青诗作:雪落在中国的土地上 手推车我爱这土地给乌兰若娃礁石）后记：2、研讨与练习二、四题。板书大堰河:勤劳 善良 仁厚 慈爱我:怀念 感激 憎恨 赞美文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9学习好资料欢迎下载烛之武退秦师（共三课时）目标平台1、了解和掌握文中的文言实词和虚词的意义用法。2、了解左传这部编年体史书的基本情况及其在中国文学史上的地位。3、赏析人物形象，把握塑造人物形象的技巧。4、学习古人再国难当头，不计个人安危得失、顾全大局的爱国主义精神。教学重点：1、了解和掌握文中的文言实词和虚词的意义用法。2、掌握文言句式，理解文章的脉络。教学难点：1、理解高超的劝说艺术。2、赏析人物形象，把握塑造人物形象的技巧。第一课时（预习案）一、教材辅读1、关于左转（学生阅读“模块测评”14 页“文学常识”）“传”是注释或解释经义的文字。2、史书体例（1）、编年体：以年代为线索编排有关历史事件，如左传。（2）、国别体：以国家为单位分别记叙历史，如战国策。（3）、纪传体：通过记叙人物活动反映历史事件，如史记。（4）、纪事本末体：以事件为主线，将有关专题材料集中在一起，首创于南宋的袁枢，如他的通鉴纪事本末。另外补充：断代史：记录某一时期或某一朝代的历史，如汉书。通史：不间断地记叙自古及今的历史事件，如史记。3、了解背景（学生读“模块测评”14 页“写作背景”）4、整体感知A、加强诵读。要求读准字音，读清句读。B、疏通文意。要求翻译全文，字字落实。“以课本为主，参照注释，适当参考课外书”二、预习检测见“模块测评”14-15 页“基础梳理”三、作业课后细读课文，思考下列问题晋、秦两国为什么围攻郑国？郑伯是怎样说服烛之武的？烛之武用哪些实事和事理说服秦伯的？其中哪一点是关键?晋文公为什么不愿向秦军进攻？文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9学习好资料欢迎下载第二课时（探究案）文本解读1、研读第一段，明确：秦晋围郑的原因是什么？（表面原因 无礼于晋，且贰于楚。根本原因称霸扩张的需要。）交代围郑的原因和驻军位置有何作用？（说明这次围郑主要是晋国想报复郑国，从而扩大其势力,而秦、郑之间并没有直接的利害冲突，那么秦国是可以争取到晋国一边的；且两国军队分地驻扎，那么郑国有机会单独与秦国接触，这就为下文烛之武成功地离间秦、晋提供了条件。因此开篇交代围郑的原因和驻军位置这就为下文烛之武智退秦师的成功埋下了伏笔。）2、研读第二段，明确：（1）佚之狐为什么对烛之武劝退秦师这么有把握？这对刻画烛之武形象有何作用？（因为佚之狐是一个“慧眼识英雄的伯乐”，他非常了解烛之武的外交才能；佚之狐对郑、晋、秦三国的形势有充分的洞察力和预见性。从侧面表现了烛之武的才能。）（2）文章写烛之武在使命面前，先“辞”后“受”，有什么作用?（这段文字看似闲笔，却有重要作用：先“辞”一是交代了烛之武的境况，是一个不被重用的老臣，心有不满。二是委婉地批评郑伯不能用人。而先“辞”后“受”则点明烛之武深明大义、通情达理、忠诚爱国的品质。）（3）分析郑伯形象。（A、善于纳谏：当佚之狐荐烛之武“使烛之武见秦君，师必退”时，他立即抓住这一线希望“从之”，表现了一位君主决策的及时、果断。B、勇于自责：“吾不能早用子，今急而求子，是寡人之过也。”将过错揽到了自己身上。C、精于言辞：“然郑亡，子亦有不利焉。”郑伯完全站在烛之武利益角度来看问题，这同烛之武后来站在秦伯场劝其退师的说辞可谓有同工异曲之妙。）3、研读第三段，明确：（1）“夜缒而出”说明什么？（秦晋完全包围郑国，连城门也打不开了。进一步说明兵临城下严峻形势。）（2）烛之武是如何劝退秦师的？首先坦言知亡，避其锐气，以退为进。“秦晋围郑，郑既知亡矣”。其次阐明利害，亡郑利晋，动摇秦君。先假设亡郑有益于秦，那就灭了我们郑国，接下来分析分析亡郑利晋不利于秦：“越国以鄙远，君知其难也。”秦在西，郑在东，中间隔着晋国，秦要跨越晋国，把郑国的土地纳入自己的版图，作为自己的边邑，这是很难办到的。“亡郑”之后，郑国土地不为秦所得，文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9学习好资料欢迎下载反为晋所有，结果是“邻之厚，君之薄也”，提醒秦国不可“亡郑以陪邻”。再次替秦着想，舍郑利秦，以利相诱。“若舍郑以为东道主，行李之往来，共其乏困，君亦无所害。”“舍郑”，就是放弃攻打，不灭郑。这是烛之武从正面向秦穆公提出的建议。郑国在秦国的东方，以此可作为“东道主”，那么秦国使者往来，遇到资粮不足，郑国便可尽地主之谊，给予供给，让秦有利可图，得到实惠，这有什么不好呢?然后引史为例，晋君不可信，挑拨秦晋。20 年前，晋公子夷吾流亡时，秦穆公接夷吾入秦，然后帮助他返回晋国做了国君，即晋惠公，所以说，“君尝为晋君赐矣”。当时，夷吾曾许诺把晋的焦、瑕二邑给秦国，作为酬谢。但他早上渡过黄河回国，晚上就修建工事，与秦国对抗。晋君如此忘德背信，如若与之共事，决不可能共享其成，利益均分。从秦、晋两国历史关系这一角度，说明晋国曾对秦国过河拆桥，忘恩负义，赤裸裸地挑拨秦晋两国关系。最后推测未来，阙秦利晋，劝秦谨慎。现在晋国把郑国当做它东边的疆界，而它进一步扩张的野心不会就此打住，如果它今后不削减秦国，它在哪里获取它贪求的土地。让秦国意识到自己的危险，最终退兵，且留兵助守。（3）烛之武的游说艺术。第一步，欲扬先抑，以退为进。（坦言知亡，避其锐气：郑既知亡矣。）第二步，阐明利害，动摇秦君。（亡郑只对晋有利：邻之厚，君之薄也。）第三步，替秦着想，以利相诱。（舍郑会对秦有益：君亦无所害。）第四步，引史为例，挑拨秦晋。（君之所知也。）第五步，推测未来，劝秦谨慎。（唯君图之。）（4）如果我们要说服一个人，应注意哪些方面？首先态度要好，不能让对方反感。其次善于根据说服对象和说话环境采用合适的语气。再次劝说前要充分了解对方的情况，了解对方的心理，找到突破点。另外要巧用对比手法，陈述利弊，让对方舍弃原来的想法，接受你的更有利的观点。（5）烛之武从临危受命到智退秦师呈现给我们的是一个什么形象呢？A、志士：烛之武的外交才能通过佚之狐的话得到了充分的肯定。“若使烛之武见秦君，师必退”，一个“退”字，尽显烛之武的才华。由于长期未被重用，烛之武满腹牢骚与委屈溢于言辞，以至于以“老矣，无能为也已”来推辞。但郑伯的一番诚意和对国家形势与个人利益关系的透彻分析，最终感动了他，他决心以国家利益为重，出使秦师。这足以说明他是个深明大义的爱国志士。B、勇士：两方交战，生死未卜；出使秦师，成败难料。烛之武“夜缒而出”，勇入秦营，其知难而上、义无反顾的冒险精神也展示了他“勇士”性格。C、辩士：烛之武在到了秦营之后，面对强敌，不卑不亢，侃侃而谈。他先论说灭亡郑国对秦国有害无益，只是增加了邻国（晋国）。然后承诺，保存郑国将会对秦国大有好处，“行李之往来，共其乏困”，这是郑国请求秦国退兵文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9K9S10G9S9文档编码:CM10U1L1N3I6 HS3A3R4N7O6 ZG9