But Monroe said that soldiers only need to fight well on the battlefield, and reading and practicing calligraphy is a matter for literati. In addition, he still has a lot of military affairs to deal with, because he has no time to study and has been escaping.
Sun Quan gave many examples and said to him very intimately: "Cao Cao is still very studious when he is old; Liu Xiu, Emperor Guangwu of Han Dynasty, was also a soldier. When I was young, I tried to read a lot of books and felt that I had made great progress. Why not seek progress through sustainable development?
You are young and smart. If you can read more history books and art books, you will surely achieve greater success. After listening to Sun Quan's words, Lv Meng was very moved, so he took the time to start learning many books, such as Zuo Zhuan, Sun Tzu's Art of War, Historical Records, Liu Tao and so on.
Thanks to his unremitting efforts and persistence, he will soon be able to quote many ancient prose to speak, and everyone around him will say that he is no longer "Amon under Wu".
In the later wars and marches, Monroe used many literary skills flexibly. He was wise and brave and eventually became a famous general of Wu. In our daily life, we should know the correct method like Monroe and correct it immediately.
Extended data
Definition of Idiom: It means that a book never leaves his hand, and it is described as being very diligent and eager to learn.
Source: Biography of the Three Kingdoms Wu Shu Monroe
Synonym: I never tire of learning, and I can't put it down.
Antonym: no learning, no skill
Make sentences:
1, my brother is going to take the postgraduate exam, and he can't put it down all day.
This book is so attractive that no one will put it down after reading it.
Baidu Encyclopedia-I can't put it down.
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How did those disembarking gods who scored 150 learn?
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Fable concept and literary common sense
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Where are the three cradles of fable literature?
In the history of world literature, Greece, India and China are called the cradles of the three fables. The fables of ancient Greece, ancient India and ancient China have different styles, which are indispensable parts of the world literature treasure house. Among them, the ancient Greek fables are represented by Aesop, with animals as roles and anthropomorphic descriptions. Ancient Indian fables are mostly stories in Buddhist scriptures. Most of China's ancient fables are fables of normal people. Although the three fables in the world have their own characteristics, one thing is the same: they are all flowers of wisdom full of philosophy.
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As a literary genre, fable refers to what kind of literature?
English: fable; Fable; Fable Fable is a genre of literary works, which often has the nature of satire or exhortation, and uses false stories or personification to illustrate a certain truth or lesson. "Yu" means "sustenance", which was first seen in the fable of Zhuangzi. Fable is a literary genre that uses false stories to explain some truth and achieve the purpose of exhortation, education or satire. Fables originate from the people and are popular among them. Later, on the one hand, some scholars quoted fables that people had created, on the other hand, they constantly created new fables as a means of argument or debate. In this way, a large number of fables have been preserved in the works of literati in past dynasties, and become valuable wealth of our literary heritage. The word "fable" first appeared in Zhuangzi? Fables: "Fable 19, External Theory" and "World Chapter", which are repeated as true and fables are wide. The former points out the skills of using foreign objects to make arguments, while the latter regards fables as a tool to convey ideas.
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Brief introduction to fables and literary features
1. Fables are generally short in length, incisive and concise in language, simple in structure but extremely expressive. 2. Distinctive satire and education. Use metaphors to reflect educational themes or profound truths in simple stories. Most theme ideas use this as a metaphor for another, for the near, for the present, and for the great. The story is fictional, and the protagonist can be a person or a thing. 4. Common techniques: metaphor, exaggeration, symbol, personification, etc. [2] 5. "Entrust" is to entrust the author's thoughts in a story, so that people can understand some truth from it.
Browse 26420 16-05-0 1.
According to the characteristics of fables and the reality, this paper discusses how fable literature can play a role in children's education.
Play the role of fable in Chinese teaching 1 Fable is a literary genre that places profound truth in refined and vivid stories. Most people use personification to "personify" things and endow them with human thoughts and character. They often use this as a metaphor, borrowing ancient metaphors for today, and borrowing small metaphors for big ones, which is highly exaggerated and ironic. Fable story teaching has an important influence on the cultivation of Chinese ability. This paper analyzes the disadvantages existing in the current fable teaching, mainly because teachers don't have a deep and comprehensive understanding of the role of fable in Chinese teaching, and often only see the ideological education function of fable and ignore the "Chinese" characteristics of fable. The author believes that it is of great significance to cultivate primary school students' Chinese ability from the following aspects: shaping the image of context awareness and cultivating students' listening and speaking ability. The fables in primary school Chinese textbooks are not only short in length, concise in language, but also exaggerated in characters, vivid and interesting, which are deeply loved by primary school students and provide standardized language and specific situations for the training of students' listening and speaking ability. Teachers can also perceive fables as a whole after students read the text for the first time, and strengthen language accumulation by writing scripts and performing scripts, which can not only stimulate primary school students' enthusiasm for learning, but also enable them to gain a successful experience in the learning process and cultivate and improve their listening and speaking ability. For example, in the teaching of the second section of the fable "Flowers bloom all the way", teachers can create situations to let students perceive the image, and let one person at the same table play the role of a water bearer and one person play the role of a broken pitcher. This teaching design is conducive to stimulating primary school students' interest in learning, and at the same time cultivating and improving their oral English ability in a relaxed and pleasant atmosphere. In the teaching of Flowers All the Way, the teacher designed a question: "Which pitcher do you like? Why? " Students are divided into Party A and Party B, each expressing his own opinions. Some people don't like the pride of a good water tank, while others support it, saying that it is normal and a sign of pride that it can successfully complete the task every time. Some students also like to break the pitcher. The water in its cracks poured out flowers all the way, and they apologized to the water bearer again and again. Be strict with yourself and so on. Pupils speak freely in the confrontation, exchange emotions, collide with ideas and deepen their understanding of meaning. At the same time, to convince each other in confrontation, we should not only concentrate on listening to each other's arguments, but also conduct a comprehensive analysis of each other's arguments and refute each other quickly with persuasive language, which not only trains primary school students' reasoning ability, but also improves their listening and speaking ability. Grasping key phrases to cultivate primary school students' reading ability "Chinese Curriculum Standard" points out: "Reading is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience." Reading teaching is an important part of Chinese teaching. The fables in primary school Chinese textbooks are short in length, and almost every fable has a vivid and interesting story with changeable plots. At the same time, the language is concise and easy to read, which is deeply loved by primary school students and stimulates their reading pleasure. Grasping key words can enlighten students, guide students' thinking from perceptual events to rational heights, and at the same time give a slope to moral generalization, complete the improvement of thinking and realize the understanding of morality, which is an essential link to guide reading. Using moral education to cultivate primary school students' writing ability, imagination plays a leading role in writing, which can broaden ideas and spread ideas freely. Generally speaking, fables are profound and multifaceted, with incisive and concise language and little effect. Some fables only tell stories without specifying the meaning, and the ending does not clearly locate the ending of the story, the fate of people or the meaning of the works, leaving a broad imagination space for students. Therefore, teachers should make full use of this point in teaching, stimulate the imagination of primary school students, and design teaching links such as continuing to write fables, rewriting fables and imitating fables according to the characteristics of fables, so as to cultivate and improve primary school students' writing ability. Fable is a unique and indispensable spiritual nutrition for children. Learning to read in "reading", educating people in "enlightening wisdom" and "understanding" and cultivating the comprehensive quality of Chinese in "performance" are the purposes of fable teaching and Chinese teaching. Fable teaching needs teachers to study hard. Teachers should put it into the whole Chinese teaching system to think. Through continuous thinking and practice, fable teaching will gradually form its own style. How to play the role of fable in Chinese teaching in primary schools? Personally, I usually prefer to read fables with strong interest. Because fables are interesting and have some truth. In the process of growing up, my father or mother often nagged about various truths. But I don't always accept it. But every time my grandmother gives me a reason, I can happily accept it. Now that I think about it, it is because what my parents said is too monotonous and direct to be accepted. And grandma often reposes her own truth in short fables, so that I can receive education while listening to stories. I think many people have this experience. It seems that people are not easy to accept courses that are too direct and monotonous. Yan Wenjing, a famous children's writer, said: "I have a prejudice that good literary works, no matter what style, are becoming more and more allegorical." Writer Yu said: "Fable spans between philosophy and art, and shows the great potential of human cultural level in exploring fable teaching and developing students' thinking quality in many aspects. "Therefore, courseware and fables play an important role in teaching. Fables have the following characteristics: 1 Characteristic education. Put the truth and lessons in the story and teach people how to be a man and how to do things. 2. Strong irony. The education of fables is usually realized through the negation of stories. For example, the fable "Better late than never" satirizes by denying the landlord and his son in the story, and finally achieves educational significance. 3. The fiction of this story. In fables, there are often fictional images of animals and immortals in stories, which do not exist in reality. These can only appear in fictional storylines. Such as Smith, Waiting for the Rabbit and so on. Fable stories are generally short in length and compact in structure. 5. Commonly used techniques are: metaphor, exaggeration, symbol, etc. Because of the use of these skills, the story is full of interest and makes students feel novel and interesting. Can stimulate students' reading enthusiasm. According to the above characteristics, I think fable has the following functions: 1. Fable education can cultivate students' moral sentiment, improve students' aesthetic ability and improve students' Chinese literacy. 2. The richness and implication of moral content make moral interpretation a spiritual activity with great personality. 3. Cultivate students' interest in reading. In order to give full play to the role of fable, I think we should do the following in fable teaching: 1, encourage students to write fables, continue to write fables, and adapt fables to reflect the requirements of students' autonomous learning. In the new Chinese curriculum standard, it is clearly stated that "reading teaching is a process of dialogue among students, teachers and texts" and that "reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. "Therefore, when teaching life fables, we should first pay attention to students' independent understanding and experience, cherish students' unique feelings and opinions, change the past indoctrination and cramming situation of" teachers talk and students listen ",and truly let students return to the main position. 2. Pay attention to multi-angle and multi-level interpretation of meaning. There are clear requirements in the curriculum standards: "gradually cultivate students' inquiry reading and creative reading ability, advocate multi-angle and creative reading, and use reading expectation, reading reflection and reading criticism to expand thinking space and improve reading quality." Therefore, it is necessary to cultivate students' creative thinking ability, not limited to the only implication of the original text and the standard answer in the teaching reference. This fable is also unique in that it often leads to a universal truth from a story. Therefore, fable has its unique advantages in cultivating students' noble sentiment and healthy aesthetic taste. The "attaching importance to the correct orientation of emotion, attitude and values" here is different from the traditional empty preaching style, and the realization of its goal naturally permeates the whole teaching process. In addition, fable is a vivid and concise story, which is just suitable for the psychological characteristics of students listening to stories; And the rich implication of fables just leads children to start thinking about life. In short, in the process of fable teaching, we should not only attach importance to the role of students' autonomous learning, but also strengthen the guiding role of teachers to guide students to develop creative thinking instead of thinking.
Browse 36820 16-04- 19.
85 comments
Enthusiastic netizen 28
I mean this.
Enthusiastic netizen 27
Are you-are you Tony?
Enthusiastic netizen 25
Not good at all. Bad review
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