岳阳楼记的英文翻译

时间:2023-06-08 19:38:42 岳阳楼记 我要投稿
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岳阳楼记的英文翻译

  在日复一日的学习中,许多人都对一些经典的文言文非常熟悉吧?文言文是一种书面语言,主要包括以先秦时期的口语为基础而形成的书面语。还记得以前背过的文言文都有哪些吗?下面是小编为大家整理的岳阳楼记的英文翻译,欢迎大家分享。

岳阳楼记的英文翻译

  【原文】

  岳阳楼记

  庆历四年春,滕子京谪守巴陵郡。越明年,政通人和,百废具兴。乃重修岳阳楼,增其旧制,刻唐贤今人诗赋于其上,属予作文以记之。

  予观夫巴陵胜状,在洞庭一湖。衔远山,吞长江。浩浩汤汤,横无际涯。朝晖夕阳,气象万千,此则岳阳楼之大观也,前人之述备矣。 然则北通巫峡,南极潇湘,迁客骚人,多会于此,览物之情,得无异乎?

  若夫淫雨霏霏,连月不开。阴风怒号,浊浪排空,日星隐耀,山岳潜形。商旅不行,樯倾楫摧。薄雾冥冥,虎啸猿啼。登斯楼也,则有去国怀乡,忧谗畏讥,满目萧然,感极而悲者矣。

  至若春和景明,波澜不惊。上下天光,一碧万顷。沙鸥翔集,锦鳞游泳。岸芷汀兰,郁郁青青。而或长烟一空,皓月千里。浮光跃金,静影沉璧。渔歌互答,此乐何极。登斯楼也,则有心旷神怡,宠辱皆忘,把酒临风,其喜洋洋者矣。

  嗟夫!予尝求古仁人之心,或异二者为之,何哉?不以物喜,不以己悲。居庙堂之高,则忧其民;处江湖之远,则忧其君。是进亦忧、退亦忧。然则何时而乐耶?其必曰:先天下之忧而忧,后天下之乐而乐欤?噫!微斯人,吾谁与归!

  【译文】

  Yueyang Pavilion

  In the spring of the fourth year of the Qingli period, Teng Zijing was relegated to the position of the prefect of Baling. The following year witnessed a great change there in terms of the smooth conduct of government and the harmonious human relations as well as the resumption of a great many neglected undertakings. Thus Yueyang Pavilion was rebuilt on a scale larger than before and was graced with the inscriptions of the poems and rhythmic prose of the Tang and contemporary celebrities. I was requested to write something to mark the event.

  In my view, the grandeur of Baling lies only in Lake Dongting, which looks as if it were holding in its mouth the distant mountains and gulping down the Yangtse River. Boundless and marvellous, it presents in the morning sunshine and the evening twilight a most gorgeous spectacle. This is the general view from the pavilion, already described in full by our predecessors. However, since the lake connects with the Wu Gorge in the north and ends at the Xiao and Xiang rivers in the south, many demoted or banished officials and literati often gather here. Can there be no shades of difference in their feelings when admiring the scenery?

  If the continous drizzle does not let up for several months on end, one can hear the bleak wind howling and see the turbid waves surging to the sky. The brilliance of the sun and the stars are eclipsed and the shapes of the mountains and hills become obscured. The merchants and travellers are stopped on their way, staying in boats with declined masts and broken oars, while the light being so dim at dusk, one can fancy tigers’ roars and monkeys’ gibbers. So the ascent to the pavilion is associated with the nostalgia in exile and the fear of slanders and taunts. Confronted with such disconsolate scenes, one is apt to be moved to the extreme and feel much saddened.

  As for the days when spring weather is mile and sunny, nature is lit with a bright smile, and the waves being halcyon, the sky and the lake are tinged with the same hue, making up an infinitely huge canvas of light blue, on which white gulls are hovering in bevies and fish shimmering with silvery scales. And the lake shores adorned with irises and sandbars dotted with orchids are all enshrouded in a sweet and lush green. Sometimes the broad firmament is clear of all mist, a bright moon shines over the vast lake gleaming with a golden glow, and the moon’s reflection in the watery mirror reminds one of a sunken jade. And then the fishmen’s song are heard to be echoing one another. What an unbounded joy! In such a case, ascent to the pavilion gives one a broadened mind and eased heart, with credit and discredit both forgotten. Holding a winecup in the wind, one is overflowing with happiness.

  Oh, I have tried to probe the souls of the noble ancients. Their feelings might differ from the above two.Why? Because they were not glad of things adventitious, or sad for the sake of themselves. Positioned high at court, they worried about the people. Banished to remote regions, they worried about their sovereigns. Thus they were carefree in neither case. Then, at what time would they feel happpy? They were sure to say:”Worry before all others have worried, rejoice after all others have rejoiced.” Who should I emulate, if not people of this type?

  《岳阳楼记》说课稿

  长期以来,文言文教学囿于“精华”二字,强调知识接受,只注重把语法、文法讲深讲透,却忽略了学习的主体,教学过程中缺少师生独特情感的体验,形成文言文教学模式的单一、固定化。无疑这样的教学不能适应新课改的需要,更不能培养学生对古典文化精髓的感悟力。因此,文言文教学必须从更高的层面和更广阔的视角来把握,应该让学生在疏通文意的基础上有一个领会的过程,有一个让学生结合自己的生活和情感体验,对文章对作者发表真知灼见的过程。充分利用信息资料去了解作品的本身,让课堂教学成为师生交流经验的反思过程、资料整合的合作过程。在探究中学习、在合作中提高、在感悟中升华,才能真正使文言文的教学个性化、多样化,从而达到新课标对中学阶段文言文提出的更高教学要求和教学评价:“诵读古代诗词,有意识在积累感悟和运用中,提高自己的欣赏的品位和审美情趣。”

  一、教学理念

  1、倡导自主学习。自主学习是建立在自我意识发展基础上的“能学”;建立在学生具有内在学习动机基础上的“想学”;建立在掌握一定的学习策略上的“会学”;建立在努力基础上的“坚持学”。选择古文《岳阳楼记》的扩展课,正是充分考虑到初三学生古文赏析的能力、评价作品的能力和认知事物的能力已达到一定的深度和广度,会感兴趣于作品的文质兼美、立意高远,从而激发学生探究的欲望。这样,在老师的精心的指导下,学生在“能学”、“想学”的前提下,掌握学习古文鉴赏的策略,达到“会学”,为今后探究古文并“坚持学”奠定基础。提高学生人文素养,丰厚文化底蕴,实现自主交流、自主探究,将学习的主动权还给学生。

  2、构建开放课堂。新课程强调将教学过程看成是师生交往、积极互动、共同发展的过程。这就要求我们教者力争将课堂创设成为探究、交流、合作的阵地。师生双方在相互交流中沟通,在相互启发下补充,共享彼此的思考、经验和知识,表述自我的情感与体验。这种自主、活泼的课堂会在丰富教学内容的同时,求得新的发现,实现教学相长和师生的共同发展。对于千古咏唱的岳阳楼其资料极其丰富,不是教师所能全部掌握和了解的,充分利用学生智慧资源,鼓励和引导学生借助网络、现代媒体参与教师备课,在广度、深度上创建开阔的课堂思维空间。

  3、尊重个性体验。教师用赞许的目光和适当的鼓励,创造一个和谐宽松的学习环境。给学生以思想的自由、欣赏的自由和发表见解的自由。让学生把眼光集于作品的美感美质,关注作者审美意识的投射。引导学生由课本提出自己独到的见解,倡导学生从范仲淹的“不以物喜,不以己悲”的胸怀和“先天下之忧而忧,后天下之乐而乐”的抱负生发开去,引发学生对历史、当代社会周围事的评议,体现自己审美创造的个性。

  二、教材分析

  《岳阳楼记》是人教版第五册第六单元的一篇古文,是千古传颂的名篇。不仅文采斐然,而且立意高远。范仲淹的“不以物喜,不以己悲”、“先天下之忧而忧,后天下之乐而乐”的博大胸襟和远大抱负,体现其人格的魅力,仿佛一盏灯,至今仍给人以明示。它既是对学生进行美育教育和古典人文教育的较好载体,也是适应新课改创建古文教学多样化的典范课例。

  三、学生分析:

  初三年级,学生心理发展趋于成熟,在形象思维丰富的同时,抽象思维有了较深层次的发展。对于文学的欣赏不仅仅停留于感性体验而且具有了理性的分析与较高层次的审美。正是基于培养学生古文自主学习能力、开拓学生思维空间、提高文化品位、倡导个性分析的考虑,我选择了《岳阳楼记》这篇结构美、语言美、立意美的文章并设计了本节拓展性教学。

  四、教学设计:

  (一)教学目标:

  1、知识与技能:了解文章寓情于景、卒章显志的写法,把握作者独辟蹊径、精心设计的巧妙;正确理解名言警句的深刻内涵。

  2、过程与方法:在学生充分搜集、筛选信息资料的基础上,自主交流、积极探究,在合作学习中让学生体验探究的乐趣。通过师生交流、相互提高,达成审美意识的共识。

  3、情感态度价值观:感受作者胸襟、抱负的同时,体会作者的政治理想,引导学生对人生的思考,对历史和传统文化思想的借鉴。

  (二)教学重点:体会作者设意的独特,领会文章寓情于景、卒章显志的写法。

  (三)教学难点:领会名言警句的深刻内涵以及作者的志趣。

  (四)教学方法:学生自主交流、师生合作探究,辅之以创设情景法。

  (五)教学流程:

  1、情境导入:展示中国古代被誉为“四大名楼”的图片,配以古典音乐。以王勃《滕王阁序》“落霞与孤鹜齐飞,秋水共长天一色”,崔颢《黄鹤楼》“晴川历历汉阳树,芳草萋萋鹦鹉洲”的美文妙句,引出文人骚客对岳阳楼的吟诵。

  2、合作交流::

  尝试以网络资料丰富教学内容,激发学生的学习热情、探究欲望。课堂上通过小组成员自主交流,实现资源共享,培养学生的交流能力和合作意识。

  3、自主探究:问题一:在“前人之述备矣”的情况下,范仲淹选择从那一角度为岳阳楼作记?问题二:文中哪些独到之处使《岳阳楼记》成为千古传颂的名篇?通过学生的讨论、交流,形成思维的交锋,师生交流,达成共识。使学生能从审美的角度把握课文本身,理解作者写景意图所在。

  4、思维拓展:在对作者寓情于景、情景交融的深入理解,对作者为情设景、缘情抒情的感悟之上,领悟古代仁人志士的志向,更准确把握范仲淹的“忧乐观”,进而联及近现代的“今仁人”。评论之时充分给予学生言论的自由,让其从感性的体验上升的理性的分析,开拓课堂自由创造的空间。

  5、创新训练:在蓄积情势的状态下,以洞庭湖、岳阳楼烟波浩渺、雄伟壮观的实景展示,激发学生写作热情,借景抒情写出自己独到的感悟。

  本节课设计的意图是:力图改变古文教学过于沉闷的课堂气氛,过于固定的教学模式,体现新课改下对古文教学的要求,以适应新形势的需要。真正达到古文教学与现代化教育整合,珍视传统文化基因与创新审美相结合。这只是尝试,是一次不成熟的探索,但会促使我在教学实践中不断更新和完善。

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