《应有格物致知精神》ppt课件.pptx

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1、,有人说中国的孩子“高分低能”“会读书不会研究”，缺乏创新精神和实践动手能力。问题出在哪里呢？相信丁肇中教授的文章会给我们极大的启发。,14 应有格物致知精神,R八年级语文下册,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

2、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

3、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,1.把握文章的思想内容，理清文章的论证思路。(重点)2.归纳课文的中心论点，学习摆事实、讲道理的论证方法。(重点)3.感受科学实验精神的重要性，树立格物致知精神及乐于动手实验的科学品质。(难点),状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,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,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,丁肇中，1936年出生，祖籍山东日照，美籍华裔物理学家。1976年获得诺贝尔物理学奖，中国科技大学名誉教授，中国科学院高能物理研究所学术委员会专家，他的研究方向是高能实验粒子物理学。,状元成才路,状元成才路,状元成才路,状元成

6、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成

7、才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,丁肇中()瞭望（）缅怀（）朱熹()格物致知

8、()诺贝尔（）儒家（）袖手旁观()测量（）埋没（）不知所措（）彷徨(),zho,x,zh,nu,r,xi,lin,m,cu,pn hun,lio,min,词语解释,格物：推究事物的道理。格，探究、穷尽。致知：致，推及；知，认识。就是使心中已知之“理”，推开拓展，使认识达到无所不知的极限。彷徨：走来走去，犹豫不决，不知该往何处去。修身：旧时指努力提高自己的品德修养。清谈：本指魏晋间一些大夫不务实际，空谈哲理。后世泛指一般不切实际的谈论。,正心：即心要端正。齐家：即把自己的家族整顿好。袖手旁观：比喻置于事外或不协助别人。一帆风顺：比喻非常顺利，毫无挫折。格物致知：推究事物的原理，获得知识。不知所措

9、：不知道怎么办才好。形容处境为难或心神慌乱。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

10、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

11、元成才路,状元成才路,状元成才路,状元成才路,什么叫“格物”和“致知”？课文中作了解释，请找出来。,从探察物体而得到知识。格：探察、探究。物：物体、事物。致：达到、得到。,本文的论点是什么？,应有格物致知精神。（课题即是论点）,本文的结论是什么？,希望我们这一代对于格物和致知有新的认识和思考，使得实验精神真正变成中国文化的一部分。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

12、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

13、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,第一部分（1）,第二部分（212）,第三部分（13）,用中国学生存在的问题和自己的亲身经验，从正反两方面分析了实验精神在科学上的重要性。,强调培养实验精神的意义，并对中国年青一代提出希望。,自由地朗读课文，整理出文章脉络。,中国学生应该怎样学习自然科学。,默读第二部

14、分，思考下列问题：,作者是如何展开论述的，运用了哪些论证方法？,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

15、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

16、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,第一层（2）,第二层（35）,第三层（612）,第二部分,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

17、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路

18、,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,第一层（2）：正面解释,在中国传统教育里，最重要的书是“四书”。“四书”之一的大学里这样说：一个人教育的出发点是“格物”和“致知”。就是说，从探察物体而得到知识。用这两个词语描写现代学术发展是再恰当也没有的了。现代学术的基础就是实地的探察，就是我们现在所谓的实验。,第二层（35）:反面论证,作者举了王阳明的例子。我们探讨一下：王阳明“格”竹子失败证明了什么？,王阳明的“格物”实际上是“格己”，而不是研究万物的道理，这是无用的，不能适用于现在的世界。证明实验的过程不是消极的观

19、察而是积极地实践，也证明了中国古代的传统教育没有真正理解格物致知的含义。,第三层（612）:正反两方面分析,1.从现代观念看，真正的“格物致知”是什么呢？,科学发展的历史告诉我们，新的知识只能通过实地实验而得到，不是由自我检讨或哲理的清谈就可求到的。,2.怎样进行实验？实验有什么特点？,实验的过程不是消极的观察，而是积极的探测。实验不是毫无选择的地测量，它需要有细致具体的计划。特别重要的，是要有一个适当的目标，以作为整个探索过程的向导。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

20、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状

21、元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,3.一个成功的实验者应该具备怎样的素质？它们之间有何联系？,一个成功的实验需要的是眼光、勇气和毅力。,选择正确的目标,开展实验,坚持完成实验,4.作者列举了什

22、么例子从反面论证实验精神在科学上的重要性？,因为这个文化背景，中国学生大都偏向于理论而轻视实验，偏向于抽象的思维而不愿动手。中国学生往往念功课成绩很好，考试都得近一百分，但是在研究工作中需要拿主意时，就常常不知所措了。,我是受传统教育长大的。到美国大学念物理的时候，起先以为只要很“用功”，什么都遵照老师的指导，就可以一帆风顺了，但是事实并不是这样。一开始做研究便马上发现不能光靠教师，需要自己做主张、出主意。当时因为事先没有准备，不知吃了多少苦。最使我彷徨恐慌的，是当时的唯一办法以埋头读书应付一切，对于实际的需要毫无帮助。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,

23、状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,

24、状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,读第三部分，思考下列问题：,格物致知真正的意义是什么？为什么说当今社会需

25、要真正的格物致知的精神？作者认为今天的教育应当怎样发扬真正的格物致知精神？,格物致知真正的意义是什么？,第一，寻求真理的唯一途径是对事物客观的探索；第二，探索应该有想象力、有计划，不能消极地袖手旁观。,更多教学资源微信jxzy888666,为什么说当今社会需要真正的格物致知的精神？,真正的格物致知精神，不但研究学术不可缺少，而且对应付今天的世界环境中也是不可少的。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元

26、成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元

27、成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,第一，传统的中国教育培养出来的学生缺乏实践能力和创新精神。第二，科学发展的历史告诉我们，新的知识只能通过实地实验而得到，不是由自我检讨或哲理的清谈就可求到的。第三，这是应付今天的世界环境必不可少的。,作者认为今天的教育应当怎样发扬真

28、正的格物致知精神？,在今天一般的教育里，我们需要培养实验的精神。就是说，不论是研究自然科学，研究人文科学，还是在个人行动上，我们都要保留一个怀疑求真的态度，要靠实践来发现事物的真相。,再读第三部分，说说作者在结尾表达了什么希望？,希望我们这一代对于格物和致知有新的认识和思考，使得实验精神真正变成中国文化的一部分。,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

29、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才

30、路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,状元成才路,引论（提出论点）：应有格物致知精神,本论（阐明道理）,结论（解决问题）：论证“格物致知”的真正意义，提出希望,应有格物致知精神,解释“格物致知”的含义举例说明在古代并未重视“格物致知”现代“格物致知”的重要性,培养实验精神贡献人类社会,作者举了哪些事例来阐明应该有格物致知精神?,作者

31、举了王阳明“格”竹子的事例证明“传统的中国教育并不重视真正的格物和致知”；举了自己由于受传统教育不知吃了多少苦头的事例，证明受传统教育的中国学生有“偏向于理论而轻视实践，偏向于抽象的思维而不愿动手”的弱点。,举例论证,作者讲了哪些道理来阐明应该有格物致知精神?,解释格物致知的含义；分析传统的中国教育的弊病；论述实验精神在科学上的重要性；揭示格物致知精神真正的意义等。,道理论证,本文由古代文化典籍引出观点，以王阳明和自己的实例为论据，针对传统教育下的中国学生，论证了格物致知的真正含义，号召中国学生应有真正的格物致知精神。,阅读下面的文段，回答文后的问题真理诞生于一百个问号之后 有一句著名的格言：

32、“真理诞生于一百个问号之后。”这句格言本身，也是真理。人们总是很尊敬发现真理的人，以为只有天才才能发现真理。其实，要发现真理，说难也不难，说容易并不容易。真理常常就在你的身边，能不能发现它，就看你有没有一双敏锐的眼睛，有没有一个善于思考的脑子，有没有敢于坚持探求真理的勇气。纵观千百年来的科学技术发展史，那些定理、定律、学说的发现者、创立者，差不多都很善于从细小的、司空见惯的自然现象中看出问题，追根求源，终于把“？”拉直，变成“！”，找到了真理。就拿洗澡来说，这是一件非常普通的事情。然而，美国麻省理工学院机械工程系的系主任谢皮罗教授，却敏锐地注意到：每次放掉洗澡水时，水的旋涡总是朝逆时针方向旋转

33、的。这是为什么呢？谢皮罗紧紧抓住这个问号不放，进行了反复的实验和研究。1962年他发表了论文，认为这种旋涡与地球的自转有关，如果地球停止旋转，就不会产生这种旋涡，由于地球不停地自西向东旋转，而美国处于北半球，便使洗澡水逆时针方向旋转，北半球的台风也是朝逆时针方向旋转，其道理与洗澡水的旋涡是一样的。他还断言，如果在南半球，洗澡水的旋涡将向顺时针方向旋转，在赤道，则不会形成旋涡，他的这种见解，引起各国科学家的大兴趣，他们纷纷在各地进行实验，结果证明谢皮罗的结论完全正确。,无独有偶。在60多年前，一位名叫密卡尔逊的生物学家，发现美国东海岸和欧洲西海岸同纬度的地区都有一种蚯蚓，而美国西海岸却没有这种蚯

34、蚓。这是为什么？这个疑问，引起了当时正在研究大陆和海岸起源问题的德国地质学家魏格纳的注意。魏格纳认为，那小小的蚯蚓，活动能力有限，无法跨越大洋，它的这种分布情况，正好说明欧洲大陆和美洲大陆本来是连在一起的，后来裂开分成了两个洲。他把蚯蚓的地理分布，作为例证之一，写进了他的名著大陆和海洋的起源一书。最有趣的是一位奥地利医生，他看到儿子睡觉时，忽然眼珠子转动起来。他感到奇怪，连忙叫醒儿子，儿子说他刚才做了个梦。这位医生想，眼珠子转会不会与做梦有关？于是他以儿子、妻子、邻居为实验对象，进行了反复的观察实验，最后写出论文，指出当人的眼珠子转动时，表示睡者正在做梦。如今，人们研究梦的生理学，便用眼珠子转

35、动的次数、转动的时间，测量人做梦的次数、梦的长短。洗澡水的旋涡、蚯蚓的分布、睡觉时眼珠子的转动，这些都是很平常的事情。然而，善于“打破砂锅问到底”的人，却从中有所发现，有所发明，有所创造，有所前进。科学史上，这样的事例岂止3个？它说明科学并不神秘，真理并不遥远，只要你见微知著，那么，当你解答了100个问号之后，必能发现真理。,1表述本文中心论点的一项是（）A真理诞生于100个问号之后。B要发现真理，说难也不难，说容易并不容易。C善于打破砂锅问到底”的人，就能有所发现、发明、创造、前进D科学并不神秘，真理并不遥远。2本文采用的最主要的论证方法是（）A举例论证 B对比论证 C比喻论证 D道理论证 3本文谈到发现真理必须具备的3个条件是：_ _ _ 4第3自然段中加点的“发现者”与“创立者”的位置不能互换，原因是：_ 5第3自然段中画直线的句子的含义是_6“科学史上，这样的事例岂止3个？”这句话中，“这样的事例”是指怎样_的事例？,参考答案1C。C句语气更加肯定，观点更加明确。2A。3有一双敏锐的眼睛；有一个善于思考的脑子；有敢于探究真理的勇气。4“发现”与上文的“定理、定律”相对应，“创立”与上文的“学说”相对应，如“发现”与“创立”调换位置，搭配就不恰当。5解决了疑难问题，发现了真理。6洗澡水的漩涡、蚯蚓的分布、睡觉时眼珠子的转动3个事例,