英国作家弗朗西斯·培根的《论读书》

1.谈读书弗朗西斯·培根读书足以怡情，足以傅彩，足以长才。

其怡情也，最见于独处幽居之时；其傅彩也，最见于高谈阔论之中；其长才也，最见于处世判事之际。

练达之士虽能分别处理细事或一一判别枝节，然纵观统筹、全局策划，则舍好学深思者莫属。

读书费时过多易惰，文采藻饰太盛则矫，全凭条文断事乃学究故态。

读书补天然之不足，经验又补读书之不足，盖天生才干犹如自然花草，读书然后知如何修剪移接；而书中所示，如不以经验范之，则又大而无当。

狡黠者鄙读书，无知者羡读书，唯明智之士用读书，然书并不以用处告人，用书之智不在书中，而在书外，全凭观察得之。

读书时不可存心诘难作者，不可尽信书上所言，亦不可只为寻章摘句，而应推敲细思。

书有可浅尝者，有可吞食者，少数则须咀嚼消化。

换言之，有只须读其部分者，有只须大体涉猎者，少数则须全读，读时须全神贯注，孜孜不倦。

书亦可请人代读，取其所作摘要，但只限题材较次或价值不高者，否则书经提炼犹如水经蒸馏,味同嚼蜡矣。

读书使人充实，讨论使人机智，作文使人准确。

因此不常作文者须记忆特强，不常讨论者须天生聪颖，不常读书者须欺世有术，始能无知而显有知。

读史使人明智，读诗使人灵秀，数学使人周密，科学使人深刻，伦理学使人庄重，逻辑修辞之学使人善辩：凡有所学，皆成性格。

人之才智但有滞碍，无不可读适当之书使之顺畅，一如身体百病，皆可借相宜之运动除之。

滚球利睾肾，射箭利胸肺，慢步利肠胃，骑术利头脑，诸如此类。

如智力不集中，可令读数学，盖演题须全神贯注，稍有分散即须重演；如不能辨异，可令读经院哲学，盖是辈皆吹毛求疵之人；如不善求同，不善以一物阐证另一物，可令读律师之案卷。

如此头脑中凡有缺陷，皆有特药可医。

培根《谈读书》读后感培根《谈读书》读后感在前几日上学期间有位朋友曾和我说，现在学习形势太严紧，所以平常只要补课，不用靠自己学就能够轻松了。

对于这种观点，我不大赞同。

补课对于我们来说，其一是要帮助我们在根底之上稳固知识，即为加深印象;其二是要在我们不会的前提下，对新知识进行瓦解，这样在上学时即为之所学了。

这样一来，我们就在大脑中学了三遍，加深了印象，也就符合学而又习的根本了。

可补课毕竟是学习中不公平的表达，所以，学习还是在个人。

学了知识，我们不能说只一味的学，那样必然会变得机械。

孔老夫子不是说过学而不思那么罔，思而不学那么殆嘛，这位老夫子说得很对，我就很赞同。

不是因为他们的身份不同，而是站在客观的角度去评价。

学了不思考，就会对所学的知识感到迷惑，思考了而不学习，就会有一定的害处，这样长时间以来，遇到处事辩证之时，必会不知所措。

说到辩证，即为口语表达能力，也一样和学习有关。

有的人自作聪明，不学知识也不做练习，长久下去，他讲话时将会哑口无言，不是说他天生的缺陷，而是后天缺乏语言表达这种能力，而造成他这样的直接原因就是不学习。

恰恰相反的是，如果一个人平常多读书，勤于思考，多做练习，努力认真，坚持不懈，随着时间的推移，他所说的话就会富有文采，言辞就会很华美。

学习的目的不是在于辩证，然后让你去批驳你所反对的人，而是在于增长知识，提高素养;学习的范围不是在狭窄的小图书里，而是在古今中外名着，古文现代文的文章当中，这样学习的范围也就表达着学习的目的，可是既然已找到了学习的范围，也已有了学习的目的，那么没有好方法又怎可学呢其实，学习方法也很简单，第一，要端正态度，不要把那些不良之风带到学习上来;第二，要学会钻研，书籍就像一把锁，如果你不找到思考这把钥匙，你又怎么翻开它呢第三，那么要持之以恒，坚决信念，因为一旦放弃，那么一切将毁之于旦!综上所述，我本着朋友的身份告知天下的朋友，我们学习，不要只为了走捷径而偏弃了那些足以带给我们磨练的曲路!精选阅读谈读书读后感谈读书读后感范文一读书，我个人认为它有两层意思：第一，看书，看一本或一篇从未看过，也可以是重新看的书，第二，学习，上学校，多用于现代社会中，孩子出门前，都说一句：我读书去了！不想读书不爱读书的人如果有人问他为什么不读书〔指课外书〕，80%的孩子都会答复没时间，我想换成是我，也会那么说的。

Of Studi‎e sSTUDI‎E S serve‎for delig‎h t, for ornam‎e nt, and for abili‎t y. Their‎chief‎use for delig‎h t, is in priva‎t enes‎s and retir‎i ng; for ornam‎e nt, is in disco‎u rse; and for abili‎t y, is in the judgm‎e nt, and dispo‎s itio‎n of busin‎e ss. For exper‎t men canexecu‎t e, and perha‎p s judge‎of parti‎c ular‎s, one by one; but the gener‎a l couns‎e ls, and the plots‎and marsh‎a llin‎g of affa i‎r s,come best, from those‎that are learn‎e d. To spend‎too muc h timein studi‎e s is sloth‎; to use them too much for ornam‎e nt, is affec‎t atio‎n; to make judgm‎e nt wholl‎y by their‎rules‎, is the humor‎of a schol‎a r. They perfe‎c t natur‎e, and are perfe‎c ted by exper‎i ence‎: for natur‎a l abili‎t ies are like natur‎a l plant‎s, that need pruni‎n g, by study‎; and studi‎e s thems‎e lves‎, do gi veforth‎direc‎t ions‎too much at large‎, excep‎t they be bound‎e d inby exper‎i ence‎. Craft‎y men conte‎m n studi‎e s, simpl‎e men ad mir‎ethem, and wise men use them; for they teach‎not their‎ownbut that is a wisdo‎m witho‎u t them, and above‎them, won b yobser‎v atio‎n. Read not to contr‎a dict‎and confu‎t e; nor to beli e‎v eand take for grant‎e d; nor to find talk and disco‎u rse; but to weigh‎and consi‎d er. Some books‎are to be taste‎d, other‎s t o beswall‎o wed, and some few to be chewe‎d and diges‎t ed; that i s,some books‎are to be read only in parts‎; other‎s to be read,but not curio‎u sly; and some few to be read wholl‎y, and wit hdilig‎e nce and atten‎t ion. Some books‎also may be read by d eput‎y,and extra‎c ts made of them bothe‎r s; but that would‎be only inthe less impor‎t ant argum‎e nts, and the meane‎r sort of book s‎,else disti‎l led books‎are like commo‎n disti‎l led water‎s, flash‎yReadi‎n g make a full man; confe‎r ence‎a ready‎man; and writ i‎n gan exact‎man. And there‎f ore, if a man write‎littl‎e, he had need have a great‎memor‎y; if he confe‎r littl‎e, he had need have a prese‎n t wit: and if he read littl‎e, he had need have much cunni‎n g, to seem to know, that he doth not. Histo‎r ie smake men wise; poets‎witty‎; the mathe‎m atic‎s subti‎t le; nat ur‎a lphilo‎s ophy‎deep; moral‎grave‎; logic‎and rheto‎r ic able to co nte‎n d.Abeun‎t studi‎a in mores‎. Nay, there‎is no stand‎or imped‎i m ent‎inthe wit, but may be wroug‎h t out by fit studi‎e s; like as disea‎sesof the body, may have appro‎p riat‎e exerc‎i ses. Bowli‎n g is go od forthe stone‎and reins‎; shoot‎i ng for the lungs‎and ***; gentl‎e walki‎n g for the stoma‎c h; ridin‎g for the head; and the like. Soif a man's wit be wande‎r ing, let him study‎the mathe‎m atic‎s ; forin demon‎s trat‎i ons, if his wit be calle‎d away never‎so littl‎e, he must begin‎again‎. If his wit be not apt to disti‎n guis‎h or find diffe‎r ence‎s, let him study‎the Schoo‎l men; for they are Cymin‎i secto‎r s. If he be not apt to beat over matte‎r s, and tocall up one thing‎to prove‎and illus‎t rate‎anoth‎e r, let him st udy‎the lawye‎r s' cases‎. So every‎defec‎t of the mind, may have a speci‎a l recei‎p t.论读书王佐良译读书足以怡‎情，足以傅彩，足以长才。

培根《谈读书》原文及翻译以下是培根《谈读书》的原文以及翻译：原文：Reading maketh a full man; conference a ready man; and writing an exact man. And therefore, if a man write little, he had need have a great memory; if he confer little, he had need have a present wit: and if he read little, he had need have much cunning, to seem to know, that he doth not.Histories make men wise; poets witty; the mathematics subtle; natural philosophy deep; moral grave; logic and rhetoric able to contend. Abeunt studia in mores. Nay, there is no stond or impediment in the wit, but may be wrought out by fit studies; like as diseases of the body, may have appropriate exercises. Bowling is good for the stone and reins; shooting for the lungs and breast; gentle walking for the stomach; riding for the head; and the like. So, if a man's wit be wandering, let him study the mathematics; for in demonstrations, if his wit be called away never so little, he must begin again. If his wit be not apt to distinguish or find differences, let him study the Schoolmen; for they are cymini sectores. If he be not apt to beat over matters, andto call up one thing to prove and illustrate another, let him study the lawyers' cases. So every defect of the mind, may have a special receipt.只读书使人变得博学，只谈论使人机智，只写作使人严谨。

第13课《短文两篇——谈读书》一等奖创新教学设计章节名称《谈读书》教学设计编号课型主备人授课人上课时间教材分析《谈读书》是英国哲学家，作家和科学家弗朗西斯·培根写的著作《随笔》中的一篇文章。

《谈读书》一文主要谈论了读书的益处。

围绕这一中心话题，又谈了读书要与经验互补，要讲究读书的方法，要根据不同的性格和需要做不同的选择等相关问题。

文章从三个层面展开论述：首先是谈读书的益处；其次谈读书的方法；最后，作者援引古罗马诗人（奥维德"凡有所学，皆成性格"）的观点对读书的益处加以强调和提升，使文章立论更加完整。

新课标明确指出："阅读教学是学生，教师，文本之间的过程"，"阅读是学生的个性化行为，不应以教师分析来代替学生的阅读实践。

"所以对于课文的阅读，应该以此原则为指导，尊重学生的阅读体验，允许他们对作者的主张进行质疑，鼓励他们去补充创新，使学生主动热情地参与到教学过程中让学生体会到自己成了阅读的主人。

我认为对于《谈读书》这篇文章进行阅读教学的关键就在于凸显精致的语言这个"点"。

学情分析1、由于本单元是以议论文的体系进行编排，故学生对文体知识已有一定的基础，本节重点训练学生对议论文的论证方法及作用的掌握和应用情况。

2、本课《谈读书》，是英国著名哲学家、作家培根的作品，说理透彻，语言精辟，鉴于生已有一些读书的经验，九年级的学生已经有了一定的自学能力，教师应放手让学生以小组为单位进行探讨。

课时目标1.阅读课文，理解并把握作者的主要观点。

2.梳理课文的论述思路，学习作者的说理艺术。

3、树立正确的读书观，认识读书的价值，学会以正确的方法和态度读书。

教学重点阅读课文，理解并把握作者的主要观点。

梳理课文的论述思路。

教学难点树立正确的读书观，认识读书的价值，学会以正确的方法和态度读书。

教法或学法教法：朗读法、讲授法、点拨法、互动引导法学法：自主学习法、探究学习法、合作学习法、互动参与法教学媒体选择分析媒体类型媒体内容要点教学作用使用方式所得结论占用时间媒体来源文字字词A E 读准词语，解释意思4 自制文字整体感知课文G F 梳理课文的论述思路7 自制文字多角度说理G B 学习作者的说理艺术。

《谈读书》精品教案【学习目标】1.阅读课文，把握作者观点，梳理论述思路，学习作者的说理艺术。

2.结合自己的经验，品析并积累经典语句。

3.感悟关联名家读书名言，积累读书方法。

【学习重、难点】结合自己的经验，品析并积累经典语句。

【预习要求】1.反复朗读《谈读书》，结合课文注释，理解内容。

2.完成预习提示②：阅读课文，初步了解文章的主要内容，画出引发你思考的语句，以旁批的形式记下自己的感悟。

【教学过程】一、导入新课苏联文学家高尔基说：“书籍是人类进步的阶梯。

”我国唐代诗人杜甫说：“读书破万卷，下笔如有神。

”大到人类进步，小到个人表达，读书都有着举足轻重的作用。

今天我们来学习一篇关于“读书”这一话题的文章。

二、作者简介弗朗西斯·培根（1561—1626），英国作家、哲学家、思想家、英国唯物主义和现代实验科学的始祖。

主要著作有《新工具》《随笔》《论科学的价值和发展》等。

《随笔》是培根在文学方面的主要著作。

作品风格平易流畅，笔法灵活，语言精辟，启人深思。

三、读准字音，积累字词怡情（yí qínɡ）练达（liÀn dÁ）统筹（tǒnɡ chóu）藻饰（zǍo shì）狡黠（jiǍo xiÁ）诘难（jié nÀn）涉猎（shèliè）滞碍(zhì Ài）味同嚼蜡（wèi tónɡ jiÁo lÀ）吹毛求疵（chuī mÁo qiú cī）四、梳理论述思路，学习说理艺术本文是一篇议论性随笔，笔法灵活，观点不单一。

题目为“谈读书”，本文围绕“读书”谈了哪几方面的问题？读书的目的读书的态度和方法读书的功用老师梳理论述的思路，看作者是怎样阐述观点的，同学们同时检查自己勾画的句子是否准确。

（PPT 横线为主要观点，加粗为讲解论述思路的关键词）读书足以怡情，足以傅彩，足以长才。

Of StudiesSTUDIES serve for delight, for ornament, and for ability. Their chief use for delight, is in privateness and retiring; for ornament, is in discourse; and for ability, is in the judgment, and disposition of business. For expert men canexecute, and perhaps judge of particulars, one by one; but the general counsels, and the plots and marshalling of affa irs,come best, from those that are learned. To spend too muc h timein studies is sloth; to use them too much for ornament, is affectation; to make judgment wholly by their rules, is the humor of a scholar. They perfect nature, and are perfected by experience: for natural abilities are like natural plants, that need pruning, by study; and studies themselves, do gi veforth directions too much at large, except they be bounded inby experience. Crafty men contemn studies, simple men ad mirethem, and wise men use them; for they teach not their ownbut that is a wisdom without them, and above them, won b yobservation. Read not to contradict and confute; nor to beli eveand take for granted; nor to find talk and discourse; but to weigh and consider. Some books are to be tasted, others t o beswallowed, and some few to be chewed and digested; that i s,some books are to be read only in parts; others to be read,but not curiously; and some few to be read wholly, and wit hdiligence and attention. Some books also may be read by d eputy,and extracts made of them bothers; but that would be only inthe less important arguments, and the meaner sort of book s,else distilled books are like common distilled waters, flashyReading make a full man; conference a ready man; and writ ingan exact man. And therefore, if a man write little, he had need have a great memory; if he confer little, he had need have a present wit: and if he read little, he had need have much cunning, to seem to know, that he doth not. Historie smake men wise; poets witty; the mathematics subtitle; nat uralphilosophy deep; moral grave; logic and rhetoric able to co ntend.Abeunt studia in mores. Nay, there is no stand or impedim ent inthe wit, but may be wrought out by fit studies; like as disea sesof the body, may have appropriate exercises. Bowling is go od forthe stone and reins; shooting for the lungs and ***; gentle walking for the stomach; riding for the head; and the like. Soif a man's wit be wandering, let him study the mathematics ; forin demonstrations, if his wit be called away never so little, he must begin again. If his wit be not apt to distinguish or find differences, let him study the Schoolmen; for they are Cymini sectors. If he be not apt to beat over matters, and t ocall up one thing to prove and illustrate another, let him st udythe lawyers' cases. So every defect of the mind, may have a special receipt.论读书王佐良译读书足以怡情，足以傅彩，足以长才。