[教例] 在预习《过秦论》的基础上,指定一个小组的同学.把课文中词类活用的例句在黑板上写出来,并归类。接着要求其它组的同学补正黑板上的内容,并进行讨论。讨论的结果,在‘却匈奴七百里’和‘瓮牖绳枢之子’这两个句子的理解上,全班的意见不能统一。对于第一个句子.一种意见以为,这不是使动用法,理由是书上注为‘击退’,只能看作一般的动宾结构,另一种意见认为,这是使动用法,但又说不出什么理由,只是觉得按一般的动宾结构去分析,怪别扭的。对于第二个句子,则是‘公说公有理,婆说婆有理’相持不下,谁也说服不了谁。一说‘瓮牖绳枢’是状动结构,‘瓮’‘绳’是名词用作状语,‘牖’‘枢’是名词活用作动词,理由是过去学过的《童区寄传》中‘布囊其口’的‘布囊’结构上跟这相似。一说‘瓮牖绳枢’是动宾结构,理由是两个名词并列,既不能解成联合,又不能解成偏正。那只能解成动宾.所以‘瓮’‘绳’应看成是名词活用作动词。这两个例句,正是本课在文言文语法教学上的一个难点,抓住这两个例句,真正使学生在理论上搞懂弄清,这对学生掌握实词活用的一些规律无疑会起积极作用。于是我首先引导学生结合过去所学,如‘相如因持璧却立’,‘畏我 [STYLE] On the basis of previewing the “Qin Dynasty”, designate a group of classmates. Write the example sentences of the word categories in the text and categorize them on the blackboard. Then ask other groups of students to correct the contents of the blackboard and discuss. As a result of the discussion, the opinions of the entire class cannot be unified in the understanding of the two sentences: ’The Huns of the Hungarians’ and the ’Children of the Line’. For the first sentence, one opinion is that this is not an irrational use. The reason is that the book’s note is ’repulsed’ and can only be seen as a general verb-object structure. Another opinion is that this is tactical usage. However, I couldn’t say any other reason. I just felt that it was awkward to analyze according to the general verb-object structure. For the second sentence, it was ‘no matter how publicly say it is right and what is right. One said that “Yuan Sheng Shu” is a dynamic structure, and “瓮” and “绳” are nouns used as adverbials, and “牖” and “枢” are nouns that are used as verbs. The reason is that in the “Children’s Mail” published in the past. The ’bubbly’ structure similar to this is similar to this. When one says that “the reins” is a verb-object structure, the reason is that the two nouns are juxtaposed, and neither can be solved as a united one, nor can it be resolved as a positive one. It can only be solved as a vagrant. So ‘瓮” and ‘sauce’ should be seen as nouns that are used as verbs. These two example sentences are precisely one of the difficulties in the teaching of classical Chinese grammar in this lesson. Grasping these two example sentences really enables students to understand and understand theoretically. This will undoubtedly play a positive role in students’ mastery of the laws of real words. . So I first guided students to learn from what they had learned in the past.