For example, one corner does not take three corners, but what idioms can come to mind

举一反三 [ jǔ yī fǎn sān ] 生字本。 Basic Definition Detailed Definition.

jǔ yī fǎn sān ]

Inverse: By analogy. The metaphor is an analogy from one thing to many other things.

Source: The Analects of the Analects: "Take one corner and not three corners; No more. ”

Example sentences. Modern Chinese sentence patterns are limited, and by mastering sentence patterns, we can create a variety of sentences.

Near antonyms. Synonym.

Throwing bricks and leading jade, penetrating and integrating, asking cows and horses, integrating and penetrating, one corner and three antis, with micro-knowledge, touching the bypass, one stone, three anti-smells, one knowing, ten.

Antonym. Swallow dates, swallow them alive, eat them alive, eat them anciently, don't seek to understand them, and stop at a shallow taste.

jǔ yī yú bù yǐ sān yú fǎn。

Original text: Zi said: "Don't be angry, don't blame, don't be angry." Lift a limb to lead the corner not to the three corners of the opposite.

No more. ”

Translation: Confucius.

Say, "If you don't think about it in your heart but don't understand it, don't enlighten it; If you can't say it but can't say it clearly, don't tell him the answer; If you give a student an example of one aspect but he can't come up with the other three, don't teach him more. ”

Analysis. Here Confucius introduced his experience in education, he did not think that a teacher can instill in students with a good teaching effect, but felt that the key is how to inspire students to think and ponder for themselves. It's not for the teacher to do the wrong for the student.

3. Repeat the list, but it is too big to inspire students to cite a counter.

3. Contact bypass.

To do this, you must adhere to one principle: do not give the answer to the student lightly, do not think too much for the student, and do not indoctrinate the student with standard answers.

Translation: Confucius said: "When a student is trying to figure it out, but still can't figure it out, don't enlighten him first; Don't enlighten the student when he doesn't understand it in his heart, but he can't express it perfectly.

If he can't draw inferences, don't go any further. ”

From "The Analects of the Analects": "Don't be angry, don't be angry, don't be angry." If one corner is not reversed by three corners, it will not be recovered. ”

Notes: 1. Anger: The appearance of meditating hard and still quietly failing to comprehend.

2. 悱: The sound fěi, I want to say it but I can't say it properly. Note: It is different from "slander" for slander.

3. 隅: sound yú, corner.

1. Take one corner and not three corners.

Explanation of the feast: The metaphor is good at learning, and can defeat enough to do this. From the Analects, Chapter 7, and the Narrative.

2. Original text. Zi said: "Don't be angry, don't be angry, don't be angry." If one corner is not reversed by three corners, it will not be recovered. ”

3. Translation. Confucius.

said: "To the extent that he or she tries to understand but does not understand, do not enlighten him; Don't enlighten him or her until he or she understands it but can't express it perfectly. If you teach him one aspect and he can't explain the other three, don't teach him or her again in the same way."

Zi said: If one corner is not reversed by three corners, it will not be repeated.

Translation: Confucius said: I taught him one aspect of Zhizhou Mu knowledge, but he could not deduce several other aspects of things from this, so as to argue with each other, I will not teach him again.

With: use, take the imitation leak.

Meaning: Confucius said: "Teach a student, do not enlighten him until he is still unable to understand it after pondering and pondering, and do not enlighten him until he wants to say it but cannot say it."

Point out one aspect to him, and if he can't deduce the other three, he won't be taught anymore. ”

This quote comes from Confucius's "Analects of Discourse".

In this sentence, Confucius talked about both teaching methods and learning methods. The main reason is that educators should stimulate students' ability to think actively, so that the educated can open up their lively hearts, vivid wisdom, and be able to think independently. This is a typical "heuristic" teaching idea.

He opposes the "cramming" of mechanical teaching practices and requires students to be able to "draw inferences from others".