《送东阳马生序》 完整版课件.pptx

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1、,11 送东阳马生序,写给东阳晚辈马君则的一篇赠序。东阳，今属浙江。生，长辈对晚辈读书人的称呼。,常言道：“自古雄才多磨难，从来纨绔少伟男。”孟子也说：“夫天将降大任于斯人也，必先苦其心志，劳其筋骨，饿其体肤，空乏其身，行拂乱其所为。”这些都说明了苦难并非全是坏事。只要我们善于化苦难为动力，则苦难就会成为成功的垫脚石。今天我们来学习宋濂的送东阳马生序。,1.把握赠序的文体特点，体会本文“劝学”的主旨。2.梳理文章的层次结构，注意多种表达方式的运用。3.学习本文对比手法的运用，并在自己的写作实践中合理借鉴。,第一课时,宋濂(13101381)，字景濂，号潜溪，浦江(现在浙江义乌)人。明初散文家。

2、明太祖朱元璋称他为“开国文臣之首”，明朝开国元勋刘基赞许他“当今文章第一”，当世四方学者称他为“太史公”。著有宋学士文集。,本文选自宋濂全集卷三十一（人民文学出版社2014年版）。明洪武十一年（1378），宋濂告老还乡的第二年，他应诏从家乡浦江（今属浙江）到应天（今江苏南京）去朝见明太祖朱元璋。其时，正在太学,背景链接,读书的同乡晚辈马君则前来拜访。宋濂了解他是个“善学者”，便写了这篇序，介绍自己的学习经历和学习态度，勉励他珍惜现有良好的读书环境，专心治学。,本文是一篇赠序，其中的“序”，并非“序言”，而是“赠言”的意思。作为文章的体裁，序有书序和赠序之分。书序相当于前言后记，一般是介绍作家的

3、生平，或成书过程与宗旨，为阅读和评价作品提供一定的参考资料，或给以必要的引导。而赠序与书序的性质不同，它始于唐朝，文人之间以言相赠，表达离别时的某种思想感情，往往因人立论，阐明某些观点，相当于议论性散文。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

4、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

5、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,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，读准生字词，借助注释理解文意。,嗜学（）逾约（）加冠（）硕师（）叱咄（）负箧（）曳屣（）皲裂（）媵人（）,y,shu,ch du,qi,jn,yn,un,y x,sh,缊袍敝衣（）烨然（）容臭（）俟其欣悦（）谬称（）冻馁（）撰长书（）廪稍（）耄老（）裘葛之遗（）绮绣（）,y,s,mi,ni,ln,mo,xi,zhun,yn,wi,q,余幼时即嗜学。家贫，无从致书以观，每假

6、借于藏书之家，手自笔录，计日以还。天大寒，砚冰坚，手指不可屈伸，弗之怠。录毕，走送之，不敢稍逾约。以是人多以书假余，余因得遍观群书。既加冠，益慕,特别爱好。,没有办法。,得到。,常常。,借。,即“弗怠之”，不懈怠，指不放松抄录书。,跑。,超过约定期限。,因此。,加冠之后，指已成年。古时男子二十岁举行加冠（束发戴帽）仪式，表示已经成人。后人常用“冠”或“加冠”表示年已二十。,名词作状语，用手，用笔,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

7、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

8、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,圣贤之道。又患无硕师名人与游，尝趋百里外，从乡之先达执经叩问。先达德隆望尊，门人弟子填其室，未尝稍降辞色。余立侍左右，援疑质理，俯身倾耳以请；或遇其叱咄，色愈恭，礼愈至，不敢出一言以复；,学问渊博的老

9、师。,交游，交往。,快步走。,拿着经书向同乡有道德有学问的前辈请教。叩问，请教。,道德声望高。,挤满。,把言辞和脸色略变得温和一些。稍，略微。辞色，言辞和脸色。,提出疑难，询问道理。援，引、提出。质，询问。,弯下身子，侧着耳朵来请教。表示专心而恭敬。,训斥，呵责。,周到。,回答，答复。这里是辩解的意思。,俟其欣悦，则又请焉。故余虽愚，卒获有所闻。当余之从师也，负箧曳屣行深山巨谷中。穷冬烈风，大雪深数尺，足肤皲裂而不知。至舍，四支僵劲不能动，媵人持汤沃灌，以衾拥覆，久而乃和。,等待。,背着书箱，拖着鞋子。,深冬，隆冬。穷，极。,皮肤因寒冷干燥而开裂。,这里指客舍。,四肢僵硬。支，同“肢”。,侍婢

10、。这里指旅舍中的仆役。,拿了热水来洗濯。汤，热水。沃，浇。,被子。,暖。,寓逆旅，主人日再食，无鲜肥滋味之享。同舍生皆被绮绣，戴朱缨宝饰之帽，腰白玉之环，左佩刀，右备容臭，烨然若神人；余则缊袍敝衣处其间，略无慕艳意，以中有足乐者，不知口体之奉不若人也。盖余之,穿着华丽的丝绸衣服。被，同“披”。绮，有花纹或图案的丝织品。绣，绣花的衣服。,系帽的带子。,用作动词，在腰间佩戴。,寄居在旅店，店主人每天供给两顿饭。逆旅，旅店。日，名词作状语，每天。食，供养，给吃。,香袋。臭，香气。,光彩照人的样子。,破旧的衣服。蕴，乱麻。敝，破。,丝毫没有。,羡慕。,因为内心有值得快乐的事，不觉得吃的穿的不如人。口体

11、之奉，指吃穿的供给。,形容词作名词，新鲜肥美的食物,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

12、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

13、路,状元成才路,状元成才路,状元成才路,状元成才路,勤且艰若此。今虽耄老，未有所成，犹幸预君子之列，而承天子之宠光，缀公卿之后，日侍坐备顾问，四海亦谬称其氏名，况才之过于余者乎？今诸生学于太学，县官日有廪稍之供，父母岁有,年老。语出礼记曲礼上：“八十九十曰耄。”,意思是做了官。预，参与。君子，这里指有官位的人。,恩宠光耀。,跟随。,错误地称说我的姓名。这是自谦的说法。,每天在皇帝座位旁边侍奉，准备接受询问。,指太学生。,我国古代设在京城的最高学府。,这里指朝廷。,公家按时供给的粮食。,裘葛之遗，无冻馁之患矣；坐大厦之下而诵诗书，无奔走之劳矣；有司业、博士为之师，未有问而不告、求而不得者也；凡所

14、宜有之书，皆集于此，不必若余之手录，假诸人而后见也。其业有不精、德有不成者，,冬天的皮衣和夏天的葛衣。,给予，赠送。,饥饿。,都是古代学官名。,即“假之于人”，向别人借。诸，相当于“之于”。,非天质之卑，则心不若余之专耳，岂他人之过哉？东阳马生君则，在太学已二年，流辈甚称其贤。余朝京师，生以乡人子谒余，撰长书以为贽，辞甚畅达。与之论辨，言和而色夷。自谓少时用心于学,同辈。,这里指退休后进京朝见皇帝。,低微，低下。,拜见。,写了一封长信作为礼物。贽，初次进见尊者时所持的礼物。,言辞谦和，脸色平易。,议论辩驳。辨，同“辨”。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,

15、状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,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,甚劳，是可谓善学者矣。其将归见其亲也，余故道为学之难以告之。谓余勉乡人以

17、学者，余之志也；诋我夸际遇之盛而骄乡人者，岂知予者哉？,诋毁，毁谤。,夸耀自己的际遇好（指得到皇帝的赏识重用）而在同乡面前表示骄傲。,通假字,四支僵劲不能动同舍生皆被绮绣与之论辨,同“肢”，肢体,同“披”，穿,重点积累,同“辩”，辩驳,古今异义,每假借于藏书之家,古义：借 今义：不真实的,古义：最终 今义：士兵,卒获有所闻,古义：跑今义：人或鸟兽的脚交互向前移动,录毕，走送之,媵人持汤沃灌,古义：热水今义：食物煮后所得的汁水,古义：两次 今义：又一次,主人日再食,古义：这 今义：常用作判断词,以是人多以书假余,无从致书以观,古义：得到 今义：达到，实现,古义：给予，赠送 今义：遗失,父母岁有裘

18、葛之遗,尝趋百里外,古义：快步走 今义：趋势,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

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20、元成才路,状元成才路,状元成才路,状元成才路,一词多义,走送之益慕圣贤之道弗之怠当余之从师也,代词，指“书”,结构助词，的,结构助词，用于主谓之间，取消句子独立性,代词，指“抄书”这件事,介词，因；介词，把,以是人多以书假余计日以还以衾拥覆无从致书以观,连词，表修饰，可不译,介词，用,连词，表目的，可译为“来”,足肤皲裂而不知久而乃和,连词，表转折,连词，表顺接,礼愈至至舍,形容词，周到,动词，到、到达,益慕圣贤之道余故道为学之难以告之,名词，学说，主张,动词，说、谈论,援疑质理非天质之卑,动词，询问,名词，资质，禀赋,久而乃和言和而色夷,暖,谦和,状元成才路,状元成才路,状元成才路,状元成才

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22、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,又患无硕师名人与游无冻馁之患矣,动词，担心,

23、名词，忧患,今诸生学于太学假诸人而后见也,众，各,兼词，相当于“之于”,从乡之先达执经叩问当余之从师也,介词，向,动词，跟从,词类活用,腰白玉之环,名词用作动词，在腰间佩戴,名词用作状语，每天,主人日再食,无鲜肥滋味之享,形容词用作名词，新鲜肥美的食物,名词用作动词，动手；名词用作状语，用笔,名词用作动词，穿着破旧的衣服,余则缊袍敝衣处其间,手自笔录,文言句式,倒装句a弗之怠。(宾语前置，正常语序为“弗怠之”。)b每假借于藏书之家。(状语后置，正常语序为“每于藏书之家假借”。)省略句又患无硕师名人与游。(句前省略主语“余”，“与”后省略宾语“余”。),重点句子翻译,(1)家贫，无从致书以观，每

24、假借于藏书之家，手自笔录，计日以还。因为家中贫穷，无法得到书来看，常向藏书的人家求借，亲手抄录，约定日期送还。(2)录毕，走送之，不敢稍逾约。以是人多以书假余，余因得遍观群书。抄写完后，赶快送还人家，不敢稍稍超过约定的期限。因此人们大多肯将书借给我，我因而能够看各种各样的书。(3)尝趋百里外，从乡之先达执经叩问。(我)曾快步走(跑)到百里之外，拿着经书向当地有道德有学问的前辈求教。,(4)援疑质理，俯身倾耳以请。(我)提出疑难，询问道理，低身侧耳向他请教。(5)以中有足乐者，不知口体之奉不若人也。因为心中有足以使自己高兴的事，(我)并不觉得吃穿的享受不如人家。(6)其业有不精、德有不成者，非天

25、质之卑，则心不若余之专耳，岂他人之过哉？他们中学业不精通、品德未养成的，不是天赋、资质低下，而是用心不如我这样专一，难道可以说是别人的过错吗？,1文章主要写了什么内容？用一句话概括。,【合作探究】写自己求学艰难和勤奋学习的经历(勤奋艰苦的学习经历)。,2全文写自己的学习经历，是围绕哪句话来写的？,【合作探究】“盖余之勤且艰若此。”,标记,3文章从四个方面叙述了作者青少年时期求学的艰难，请你用简洁的语言概括。,【合作探究】幼时抄书之辛，成年叩问之难，从师奔走之艰，住读生活之苦。,抄写,课后思考探究二答案,第二课时,1作者是怎样写自己的求学经历的？,【合作探究】作者写自己年轻时学习的艰苦，主要写了

26、自己的学习过程和学习态度。开篇即点出学习上难以解决的矛盾：“家贫”和“嗜学”，由此引出了求学的艰难：常借书于人，“手自笔录”，“天大寒”而“弗之怠”，“走送之，不敢稍逾约”，因此得以“遍观群书”。苦无名师引导，“趋百里外”，从师叩问。经过作者的主观努力，顽强拼搏，在付出了无数艰辛的劳动，经历了无数辛酸后，终于克服了学习上“无书”和“无师”的困难，获得了知识，成为饱学之士。作者特别渲染了从师求学的艰难：穷冬时节，穿行在深山大谷中，“足肤皲裂而不,知”“四支僵劲不能动”。生活上异常艰苦，粗茶淡饭一日也只有两顿，穿的是破衣旧袍。但这些都未能动摇作者求学的意志。在艰苦的学习生活中，作者怡然自乐，对同舍

27、生的豪丽生活毫不艳羡。精神上的富足，战胜了物质上的贫困。知识的积累、精神的充实，是学子读书的必备条件。作者最后以“勤且艰”总结了自己的学习生涯。,2作者为什么要写同舍生的衣饰华丽的情节？面对生活比自己好的同舍生，“余”抱什么态度？,【合作探究】通过对比，写出自己生活的艰苦，突出自己学习勤奋。态度：“略无慕艳意”。,3作者对“同舍生”的豪华生活毫不羡慕的原因是什么？联系实际，谈谈你的感受或体会。,【合作探究】原因：作者从读书中得到精神上的快乐，不在意生活的贫困(或：以中有足乐者，不知口体之奉不若人也)。示例：现在的不少青少年特别讲究吃穿，穿名牌衣服，戴首饰，玩手机，无心向学。因此，我们应向作者学

28、习：排除不利于学习的环境的干扰；在物质上不盲目攀比；坚定人生追求，刻苦勤奋学习。,作文素材,4作者为什么能克服种种困难，而“卒获有所闻”？,【合作探究】依靠精神力量以中有足乐者。,5结合全文，说说作者最终能够学业有成的几个条件。(各用四个字概括),【合作探究】刻苦学习；博览群书；虚心求教；诚实守信；尊敬老师。,作文素材,6本文作者勉励马生勤奋学习，并不讲大道理，却直接以自身经历相告，这样写有什么好处？,【合作探究】以自身经历相告，现身说法，晓之以理，动之以情，态度恳切，让人易于接受。,7作者写作这篇赠序的目的是什么？表达了怎样的情感？,【合作探究】本文是一篇赠序，是作者写给同乡后学马君则的赠言

29、。文章动之以情，晓之以理，满怀期望，态度恳切，勉励马生勤奋学习，成为德才兼备的人。,课后思考探究一答案,8文中多处运用了对比手法，请找出来并说说有何作用。,【合作探究】师生态度；自己与同舍生的生活情况；太学生们和自己的学习条件。作用：表现了作者求学的艰难和勤奋。,课后思考探究三答案,1品味“尝趋百里外，从乡之先达执经叩问”中的动词。,【合作探究】“趋、从、执、叩问”这些动词，生动形象地表现出作者强烈的求知欲望。,2品味“余立侍左右，援疑质理，俯身倾耳以请；或遇其叱咄，色愈恭，礼愈至，不敢出一言以复；俟其欣悦，则又请焉”。,【合作探究】运用动作和神态描写，表现了作者对老师的尊敬和对知识的渴求。,

30、通过对比，作者告诉我们什么道理？,【合作探究】作者说明了学习条件的好坏，对学习效果没有决定性的影响。成功的重要因素是求学者的态度：要“勤且艰”，要勤奋，要能吃苦，要有恒心。,作文观点,1宋濂用自己的求学经历，告诉了马生什么道理？时代不同了，宋濂的求学精神，我们还有哪些值得借鉴？,【合作探究】在这篇文章里，宋濂以他的亲身实践和体会告诉马生：学习必须勤奋刻苦。学习的内容和目的在今天已有很大的差别，但他所讲的道理对我们仍然具有启发和教育意义。作者那种不怕艰苦、勤奋好学、安贫乐道、不慕富贵的精神，他对马生的热情关怀和谆谆教导的态度，以及他的诚实守信、尊师重教都是值得肯定的。,2以“学习中的苦和乐”为话

31、题，运用对比的方法，谈谈你的理解。,【合作探究】现在的中学生，“读书苦”几乎成了他们的口头禅。深谙了宋濂之苦与累后，我认为我们所谓的苦，简直是微不足道的。宋濂借书，抄书，而我们的书应有尽有，却不曾用心读过；宋濂百里之外求师，行深山巨谷中，还常“遇其叱咄”，而我们坐在明亮温暖的教室里，却不一定“有所闻”；宋濂受冻馁之苦，而我们却衣来伸手，饭来张口，还用心不专。这么优越的条件，却不知珍惜，又何苦之有？,送东阳马生序与下文所谈的都是为学之道，这两篇文章所说的道理，其共同之处有哪些？不同之处有哪些？人之为学，不日进则日退。独学无友，则孤陋而难成。久处一方，则习染而不自觉。不幸而在穷僻之域，无车马之资，

32、犹当博学审问，古人与稽，以求其是非之所在，庶几可得十之五六。若既不出户，又不读书，则是面墙之士，虽有子羔、原宪之贤，终无济于天下。子曰：“十室之邑，必有忠信如丘者焉，不如丘之好学也。”夫以孔子之圣，犹须好学，今人可不勉乎？(节选自顾炎武与友人书),【合作探究】共同之处：要勤勉好学，做学问要与人研讨交流(有能在一起研讨交流的志同道合者)。不同之处：送东阳马生序从为学之难的角度说勤勉，也谈了尊师之道；短文谈“为学”不进则退的道理，讲为学要认真钻研，独立思考，要出门学习(或开阔眼界)。,东汉时，有一个叫孙敬的年轻人，孜孜不倦勤奋好学，闭门从早读到晚也很少休息，有时候到了三更半夜的时候很容易打盹（瞌睡

33、）。为了不因此而影响学习，孙敬想出一个办法，他找来一根绳子，一头绑在自己的头发上，另一头绑在房子的房梁上。这样，读书疲劳打瞌睡的时候只要头一低，绳子牵住头发扯痛头皮，他就会因疼痛而清醒过来再继续读书。后来，他终于成为了赫赫有名的政治家。,悬梁刺股,拓展延伸,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

34、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

35、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,战国时期的苏秦是一个有名的政治家，但是他在年轻的时候学问并不多，到了好多地方都没有人关注，即使有雄心壮志也得不到重用，于是他下定决心发愤图强努力读书。由于他经常读书读到深夜，疲倦到想要打盹的时候就用事先准备好的锥子往大腿上刺一下，这样突然的痛感使他猛然清醒过来，振作精神继续读书。,主旨归纳,本文通过作者自述青少年时求学的种种艰辛，并和现在太

36、学生学习条件的优越进行对比，说明一个人是否学有所成，关键在于自己是否勤奋、专心，赞扬了马生的谦虚好学，表达了对他的期望与勉励之情。,1.叙议结合，突出中心。,文章以记叙为主，笔法简洁，有些地方适当地加以渲染和描绘，给文章增添了文采，使文章更加具体生动。文章一开头，作者介绍自己“嗜学”，成人之后，“益慕圣贤之道”，这实际上,写作借鉴,是委婉地告诉马生，他学习能够刻苦和持之以恒的原因就在于此。接下来作者选择三个典型事例，分别叙述他的学习条件、学习态度和学习毅力。通过三个事例来现身说法，这比单纯的议论更为感人，也更容易被马生接受。,2.运用对比，深刻说理。,本文运用了对比手法，突出文章的主旨。作者通

37、过讲述自己年轻时读书、从师、求学的艰苦经历，与富家子弟的奢华形成鲜明的对比，有力地突出了文章的主题，以此勉励马生勤奋求学、不怕吃苦。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

38、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,送东阳马生序,求学之难用心之专,幼时抄书之艰成年从师之难求师跋涉之苦衣食粗劣、生活俭朴,语重心长殷切希望循循善诱诚恳真挚,今日学习条件之优越,点题：交代写作缘由，勉励马生,生活条件居住条件师资条件图书资料,勤且艰,用心专,文章结构,下课啦！,