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周易讲解图文并茂版本PPT课件

焉」(指卦爻辞)，学《易》目的是「非安其用而乐其辞」。「用」
指卜筮吉凶祸福。「乐其辞」本于＜系辞＞文「所乐而玩者，爻
之辞也。」因为卦爻辞含有义理，可以提高人的道德修养境界。
如其所说：「易，我后其祝卜矣，我观其德义耳也。」关于占筮，
借孔子话说：「赞而不达于数，则其为之巫；数而不达于德，则
其为之史。」……此文认为孔子学，易不同于史巫：「后世之士
一、周易的性质➢Biblioteka 远古，人们对自然、社会缺乏认
识，产生了不少迷信活动，人们想通
过各种方式认识、了解、支配社会与
自然，占卜便是其中最主要的一种。
殷商占卜主要使用甲骨，甲骨文是占
卜情况的记录。周人主要用蓍草(民
间称蚰蜒草或锯齿草，蓍草的根状茎
短。茎直立，全株被柔毛。 )卜卦，
叫占筮，《周易》就是占筮情况的记
第一种说法认为“周”是朝代名，指周朝。郑玄《易赞》说：“夏曰《连山》，殷曰《归藏》，周曰《周易》。”唐代孔颖达《周易正义》说：“又文王作《易》之时，正在羑(you)里，周德未兴，犹是殷世也，故题周别于殷，以此文王所演故谓之《周易》。其犹《周书》《周礼》，题周以别余代。”朱熹《周易本义》也说：“周，代名也。”
CHENLI
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“人更三圣，世历三古”
按照传统的说法，《周易》成书的过程是
“人更三圣，世历三古。”所谓“三古”
也就是上占、中古、近古三个时代，所谓
“三圣”是指伏羲、周文王、孔子这三个
圣人。
伏羲，又名宓羲、包牺、庖牺等，是中国神
话中的人物，又被称为我国的人文初祖。伏
羲的形象在传说中大多是人头蛇身。根据学
易曰：「〔寝〕龙勿用。」孔子曰：「龙寝矣而不阳，时至矣而不，出可谓寝矣。大人安失（佚）矣而不朝，猒在廷，亦犹龙之寝也。其淢而不用也，故曰：寝龙勿用。

周易讲课0810

喜悦停止明亮困难优柔惊动柔顺言词独立光电障碍寡断决定安静
正西羊口
东北狗手
正南雉目
正北豕耳
东南鸡股
正东龙足
西南牛腹
西北马首
人身
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五、八卦之六爻

（百科全书）

一是中华文化之魂！（东方的圣经）二是中华群经之首、民俗之根、万象之脉、万法之宗。三是华夏思想的源头，中国哲学的鼻祖。四是华夏民族文化的先河，炎黄共同语言的先声。五是世界文明的一部古老破译不尽的天书。六是黑格尔辩证法的基础。没有周易，就没有黑格尔哲学辩证法，就没有马克思主义，就没有共产党。七是人类计算机的基础。二进制系数。八是与人人密切相关，无所不包的百科全书。计算机、化学元

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二、人类文明三大进程
神学：二百万年历史易学：六千年历史科学：二百多年历史

不知—无知感知—预知认知—深知
神学
易学
科学
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三、周易简史表

（流传六千年的古老天书）《连山易》——（已失佚）（以山为主）《归藏易》——（已失佚）（以地为主）《周易》——伏羲氏（绘图创八卦）（以天为主）文王（演绎64卦）作卦辞周公（作爻卦）孔子（编撰）京房（创八字预测）邵康节（创梅花易数）运用创新——汉代张良三国诸葛亮隋唐徐茂公明朝刘伯温近代毛泽东当今邵伟华
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三、阴阳之五行学说

（一）五行起源五行学说是我国古代哲学思想的重要组成部分，它论述了世界的本质构成问题，世界上的万事万物都是由金、木、水、火、土这五种基本物质构成，自然界中各种事物的运动和发生、发展都是这五种物质相互作用的结果。（二）五行最基本的概念 “五行，一曰水，二曰火，三曰木，四曰金，五曰土。巳午 1．阴阳五行丙丁辰未 2．八卦五行庚卯 3．六十四卦五行申辛寅甲乙戊己酉 4．天干地支五行 5．万事万物五行丑戌

大六壬精义讲解

大六壬精义讲解伍剑虹第一节大六壬算法讲解六壬之学、在古代是一门占卜的学问，从它产生到现在已经有几千年的历史了。

它的产生是根源于道家的学说，但又把古代关于天文、地理、星象、历算、吕律、气功、中医等等自然科学和关于人体的认识容纳于内；形成了一个非常完整的描述自然界周期运动变化规律的系统模型，并且融汇于阴阳八卦，干支五行，以及各种各样的法术或者叫技术，以寻求天地人三者之间的关系，达到人类自身适应自然和改造自然的目的。

六壬的思想，反映了中国古代哲学精华的内容，并把抽象的哲学具体化，实用化。

这在后面我们将一一介绍。

六壬在古代数术中是一种高层次的占卜之学，一般人是很难接触到和掌握它的。

除开它神秘莫测的原因之外，还有一条，就是它包含的内容大广泛，学识太渊博，如果没有名师和得道之人传授，它是很难掌握的。

正因为如此，倍受儒家推崇的《易经》，才被逐渐改造得通俗化、大众化而广泛地走向民间，被一般的平民所接受。

在自然科学和社会科学高度发达的今天，过去那些被称为非常神秘的东西，已经并不那么神秘了。

比如象天文、地理、历算等等，中学生都可以学会，如果有心于研究中国古代数术学的人，自然是易如反掌了。

现在研究《易经》的人很多，《易经》可以说只是数术学的一部分。

我们把中国古代所有关于占卜和法术方术之类的学问统称为数术学，至于什么叫数术学，请参见陈维辉《中国数术学纲要》和《中国数术学原理》。

数术学包括的内容非常广泛，有六壬、奇门、太乙、易经、铁板算、诸葛算等等，在《通志》—书中就介绍了几千种占卜预测之法, 它是相当庞大的。

我们认为，学习数术学的人手工夫应该是六壬，而把《易经》作为一个辅助的工具。

《易经》在它的演算过程中不需要天文、地理、历算知识，其经文也过于隐晦，难以捕捉到准确的信息。

况且它全部的预测信息也只有64卦×6爻＝384爻；所以它的思想领域和判断范围是有限的。

六壬从理论上说，是个庞大的思想体系。

从技术上说，它在干支学中只用一个天于；并用地支遁干化为地支。

易学教学实践(3篇)

第1篇一、引言易学，又称易经，是我国古代一部博大精深的哲学经典，蕴含着丰富的哲学思想、宇宙观、人生观和价值观。

易学不仅对古代哲学、文化、历史、政治、经济等领域产生了深远影响，而且对现代人的思维方式和人生观也具有重要的启示作用。

近年来，随着易学研究的不断深入，易学教学也日益受到重视。

本文将从易学教学的意义、实践方法、课程设置、师资培养等方面进行探讨。

二、易学教学的意义1.传承易学文化：易学是我国传统文化的瑰宝，对其进行教学有利于传承和弘扬易学文化，让更多人了解和认识易学。

2.培养哲学素养：易学思想博大精深，学习易学有助于提高学生的哲学素养，培养他们的思辨能力和创新精神。

3.启迪人生智慧：易学蕴含着丰富的宇宙观、人生观和价值观，学习易学有助于启迪人生智慧，帮助学生树立正确的人生观和价值观。

4.提高综合素质：易学教学涉及哲学、历史、文学、艺术等多个领域，有助于提高学生的综合素质。

三、易学实践方法1.讲授法：教师通过讲解易学的基本原理、哲学思想、历史背景等内容，使学生了解易学的概貌。

2.讨论法：教师引导学生对易学中的重要概念、观点进行讨论，培养学生的思辨能力和批判性思维。

3.案例分析：教师通过分析历史事件、现实生活中的易学案例，使学生更好地理解易学思想。

4.实践操作：教师组织学生进行易学实践，如占卜、解梦、风水等，让学生亲身体验易学的魅力。

5.跨学科教学：将易学与哲学、历史、文学、艺术等学科相结合，拓宽学生的知识面。

四、易学课程设置1.基础课程：易学导论、易学原理、易学历史等，使学生掌握易学的基本知识。

2.专题课程：易学与哲学、易学与历史、易学与文学、易学与艺术等，培养学生的专业素养。

3.实践课程：易学占卜、易学解梦、易学风水等，让学生亲身体验易学的魅力。

4.选修课程：易学与现代社会、易学与企业管理、易学与人际关系等，拓宽学生的知识面。

五、易学师资培养1.选拔与培训：选拔具有易学素养的教师，进行系统培训，提高教师的易学教学能力。

手把手教你学大衍之一——大衍筮法操作规程详述

手把手教你学大衍之一——大衍筮法操作规程详述手把手教你学大衍之一——大衍筮法操作规程详述作者：周易预测大道至简山人语：开博以前，研易十载，小有收获；开博之后，广交易友，受益匪浅！尤其是很多易友默默地支持、关注我的博客，并提出了一些很好的问题和建议，令我很是感动。

感动之余，山人决定结合以前写的博文，重新整理归纳“大衍筮法”的操作步骤和技法特点，完成“手把手教你学大衍筮法”系列博文。

文章力争浅显易懂，使广大易友一看就懂，一学就会，也算是山人的一番回报了。

只是提醒两点：1、在理论上周易预测完全可以百发百中，在山人的预测中准验率确实也很高。

但是，师父领进门，修行在个人。

大衍筮法的掌握情况到底如何，还要看您的天分和付出了。

2、山人一贯反对赌博，更反对将我们伟大的周易文化用于博彩，因为这从根本上是有违天道的。

大千世界森罗万象，宇宙变化扑朔迷离，人生际遇诡秘莫测。

命运的忽然变故，常常使人措手不及、无力应对。

甚至有人仅仅因为一些风吹草动就吓得草木皆兵、杯弓蛇影、卧不安席，严重影响了正常的生活与学习。

面对纷繁复杂的世界，无法主宰的命运，许多人陷入了迷惘的深渊，极其渴望能寻找到可靠的请教对境，获得不谬的启示，从而绝处逢生。

古老的周易占卜术也由此应运而生。

《周易》到底怎么算卦，很多人搞不清楚，为什么呢？——和搞风水的一样，山头太多了，各位大师们用什么招的都有，还都说自己最厉害、最正宗。

那到底谁才最正宗呢？那就是：厘清事物演变的脉络，从最原始的文献出发。

所以呢，什么子平八字、诸葛神算、邵康节的《皇极经世》、梅花易数、陈抟老祖的河图洛书、京房和焦赣等等，所有这些都是很靠后的东西，越附会越复杂，也就越让人找不着北，那么，最原始的文献是什么呢？——很简单，就是“四书五经”里的《易经》。

我们一般所谓的《易经》，也就是《周易》，严格来说，这里面其实有两部分的内容，一部分是《易经》，另一部分是《易传》，《易经》和《易传》一起构成了《周易》。

易经简介ppt课件

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同人大有谦豫随，蛊临观兮噬嗑贲；
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剥复无妄大畜颐，大过坎离三十备。
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咸恒遁兮及大壮，晋与明夷家人睽；
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– 經始靈臺，經之營之，庶民攻之，不日成之。經始勿亟，庶民子來。(大雅)
– 彼茁者葭，壹發五豝，于嗟乎騶虞！彼茁者蓬，壹發五豵，于嗟乎騶虞！(騶虞)
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經典印證易經中的圖象的意義
• 易經
– 夫大人者，與天地合其德，與日月合其明，與四時合其序，與鬼神合其吉凶。先天而天弗違，後天而奉天時。天且弗違，而況於人乎！況於鬼神乎！(乾卦文言)
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太极与阴爻阳爻的科学解读
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太极
阳爻阴爻
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八卦与六十四卦
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先天八卦图
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(雷)
后天八卦图
(火)
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(泽)
(水)
金、木、水、火、土五行
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八卦次序图
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坤艮坎巽震离兑乾
太阴少阳少阴太阳
阴
阳
太极
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基本八卦（八经卦）口诀
乾(天)三连，坤(地)六断震(雷)仰盂，艮(山)覆盌，离(火)中虚，坎(水)中满，兑(泽)上缺，巽(风)下断。
4. 圖：即河圖、洛書、先後天八卦……等
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易学课堂平台教学方案说明书

A Case Study of Teaching Large Class Based on Easyclass PlatformTan BaihongEconomic & Management College, Tianjin University of Science & Technology,Tianjin, Chinae-mail:*******************.cnDaji Yu Department of Network Technology, Tianjin Electronic Information College,Tianjin, Chinae-mail:**************Abstract—In the context of the current widespread large classes teaching in universities of China, an in-depth analysis was carried out from the perspective of knowledge dissemination within internal organization and Collaborative Knowledge Building, the existing teaching pattern was generalized as a pyramid-shaped model, which is not conducive to the spread of knowledge in large classes. In order to achieve good teaching effects, the traditional communication way should be changed. An open communication network platform should be employed to promote knowledge dissemination within large classes. Easyclass was used to facilitate teaching for a large class over 150 registered students in Database Application. An outline of the teaching mode was given thoroughly in this paper.Keywords-knowledge dissemination; large class; class management; EasyclassI.I NTRODUCTIONCurrently, most of China's colleges and universities are using small classes (fewer than 30 students) for specialty courses, and large classes (larger than 30 students) for common courses. There is a big difference between the elite universities in the United States and China, according to statistics provided by USNews as shown in Table 1, in 2011 the proportion of classes fewer than 20 students was over 75% among top 10 comprehensive universities in USA. While in China, take Fudan University who did best in teaching in small classes as an example, 2317 courses for undergraduate in Fudan University was given in the second semester of school year from 2011 to 2012. However, the courses arranged in small classes (<= 30) of the curriculum was only 1108, only about 47.82% of all undergraduate courses (data from the 2011-2012 school year, Fudan University teaching task file). It’s far below the level of comprehensive universities in USA.IN China, most common courses are usually not purely knowledge-based, and they are mainly focus on enlightment wisdom and thoughts, cultural inheritance, etc. They are usually given in large class. The teaching emphasis is not what students should remember, but is to guide students to think [1]. However there are some issues such as poor teacher-student interaction, hard classroom management etc. for courses taught in large class. With present situation, an in-depth analysis was carried out from the perspective of knowledge dissemination within internal organization and Collaborative Knowledge Building to achieve better teaching effects. This paper further combined a case study with the actual curriculum teaching of database application, employing Easyclass as an effective course management platform to carry out teaching in large class.TABLE I 2011 Top 10 universities in USA with classes Fewer than 20studentsNational University (state)UndergraduateenrolmentClasses with fewerthan 20 studentsNew School (NY) 6, 970 92.1% Immaculata University (PA) 3, 223 81.6%Edgewood College (WI) 1, 941 81.3%Cardinal Stritch University (WI) 2, 984 80.7%Columbia University (NY) 5, 888 79.7%Harvard University (MA) 6, 641 79.5%University of Chicago 5, 238 77.8% Nova Southeastern University(FL)6, 174 76.1% Yale University (CT) 5, 310 75.8% Northwestern University (IL)8, 443 75.0%II.A NALYSIS FROM P ERSPECTIVE OF K NOWLEDGED ISSEMINATION WITHIN L ARGE C LASSESKnowledge dissemination theory holds that people play most important role in the process of knowledge dissemination, from the inception to completion People are the main carriers of knowledge, at the same time they are also the recipient of knowledge disseminations [2,3]. Effective teaching is actually the process effective dissemination of knowledge in groups consisting of teachers and students. The current teaching mode of courses in large classes is still teacher-centered, while students accept teaching content passively. A lot of information in form of PPT slides is presented to the students in classroom, which is often a passive acceptance status for students. By this teaching mode teacher is in the highest position as course organizers and managers, those students who concentrate on learning are below the teacher, they can grasp most of the knowledge and a few of them can further transfer the knowledge to their surrounding students, however for a rather large amount of students who are easily become dependent individuals in learning process, lack communication with teachers and classmates, grasp limited knowledge in learning process. Thus the knowledge dissemination model appears like a pyramid-shaped structure shown in Fig 1.2nd International Conference on Teaching and Computational Science (ICTCS 2014)Fig. 1 Knowledge dissemination in large classThe structure in Fig 1 shows that only few two-way communications links exist between the teacher and active individual students who absorb knowledge better, and much fewer can further spread to other students, which is not conducive to the effective knowledge dissemination.The teaching process of a course in large classes can be seen as a relatively closed system, for there are few personnel changes during teaching process; for students gathered in a class of same university, their learning and knowledge dissemination capabilities can be assumed same, which means the time required for students to learn the knowledge is the same; in a similar way students' ability to disseminate knowledge could also be considered the same, that is the individual students have the same ability to spread the knowledge they achieved; while knowledge dissemination in classroom can be seen as a discrete process, which means it’s successful to complete knowledge dissemination when an individual student as a recipient can acquire the knowledge from disseminators like teachers or those who have mastered the knowledge and learn how to use the knowledge, otherwise , it ‘s failed. Here we suppose knowledge is disseminated from disseminator to recipient in large classes with a certain probability, and affects of knowledge itself can be ignored.Based on the above analysis, the courses teaching in large classes meet six conditions provided in The Complex Network Model of Knowledge Diffusion [4]. According to the conclusions of the study, the basic knowledge dissemination periods are determined, no matter the scale of organization is. i.e. the scale of an organization is independent of spreading cycle[4]. As shown in Fig 2. The timeline represents knowledge dissemination cycle, the dissemination of knowledge in an organization tends to a relatively stable level. Meanwhile in the early dissemination of knowledge dissemination, fewer people acquire new knowledge, but there is a rapidly dissemination of knowledge in the mid-cycle stages, due to a number of individuals to acquire knowledge at this stage to become a new knowledge disseminators. In order to achieve good teaching effects, an effective way of rapid knowledge dissemination should be carried out to allow students master the correlated knowledge of a course in a limited semester. The traditional pyramid-shaped organizational structure should be replaced by an open network structure among which bidirectional communication links exist among individuals within the organization.Fig. 2 Knowledge dissemination influences of class scalesIII.C OLLABORATIVE K NOWLEDGE B UILDING Collaborative knowledge building refers individuals in a particular organization collaborate with each other to participate in some kind of purposeful activity and ultimately form a certain way of thinking or intellectual viewpoint products [5]. Collaborative knowledge building focus on building and improving the knowledge owned by groups as a whole, known as a learning community, form of public community knowledge rather than simply to improve the minds of the content for specific individual. In addition, from the needs of students in terms of access to knowledge, the students have both needs of acquiring academic knowledge (for the understanding of the content of learning ) and social needs ( refer to interact with others and learning activities related to the content , which means students should understand the knowledge acquired at the same time to seek appropriate and effective way to interact with others, to express the cognition of the knowledge. Teachers should promote students’ academic and social needs can be achieved. Students as learning individuals should learn actively with the guidance of teachers, that is the essence of teaching. Therefore it’s necessary to provide a good platform to ensure an effective communication between teachers and students. Through such platform the pyramid-shaped organizational structure exists in large class can be replaced by a new one that provides two-way contact among teacher and students. Thus effective knowledge dissemination can be guaranteed among the learning community in large class. As shown in Fig3.IV.A PPLY E ASYCLASS INTO T EACHING OF D ATABASEA PPLICATIONDatabase technology is widely used in various industries, so most universities in China offer courses of database application which covers both applications and theories including the theory of relational database systems, database design theory, concurrency control, database security,integrity control theory and database management systemsFig. 3 Knowledge dissemination in large class on CKB The teaching goal is to equip students with some theoretical basis but also have the ability solve some practical issues. The key to achieve the teaching objectives in limited class hours is to improve the efficiency of teaching and learning activities in the rapid knowledge dissemination cycle, which needs fully mobilization of the students' self-learning ability and effective classroom management expect for emphasis on teaching characteristics and related technologies. The classroom can be seen as a learning organization, teaching is largely the process of interaction between teachers and students and among students. It constantly creates learning contexts and atmosphere which in turn will affect the students' learning.Easyclass is a newer online learning platform widely used to affiliate class management. It enable teachers easily post assignments, initiate and organize discussions, share teaching materials, carry out test, and evaluate students’ participation in activities should be performed online according to their learning behaviour online, through which the foundation of effective communication needed by knowledge dissemination in large class are provided technically. In this paper, the author presents a way to deliver course of database application for a large class over 150 students based on EasyClass to show how to establish an online learning environment under which individuals can communicate easily and collaborate to build the environment to make it benefit all individuals.rge classroom managementClassroom management refers to a teacher in the teaching activities attract students to actively participate in classroom activities through the coordination of various classroom relationships, so that the classroom environment tends to be optimized state to achieve the intended teaching goals [6]. Attracting students to participate in classroom teaching is the most important part of classroom management. Due to large number of students in a large class, it’s much more difficult to manage the classroom for a teacher. It’s impossible for the teacher to know each student, so that it is difficult to have an accurate understanding of students’ learning behaviour, and make a proper evaluation. To manage large classroom effectively, teaching objective must be clear first, a variety of well-designed teaching tasks require students to complete should also be prepared. Hence the need for a platform through which teachers and students can exchange opinions easily. While students' self-learning ability can be improved, knowledge dissemination through discussions can also be promoted.Easyclass is a free online course management platform, as its name suggests, with models such as Assignment, Discussion, Gradebook, Classwall and Library teachers can easily create, manage online classroom, post teaching assignments, organize discussions, evaluate students’ performance, and students can complete the assignments, discuss with partner students and teachers, share resources and opinions after register in the class on Easyclass with a special course number offered by teacher. Students and teachers can easily enjoy the convenience brought by Easyclass without time-consuming learning to use Easyclass itself. So that teachers can concentrate on teaching tasks design, arrange teaching activities sequentially to attract students to participate in, and guide students to complete the learning process. Teachers first need to register a course in , and designed teaching tasks can be posted in the form of discussion or assignments for students to complete. See fig 4, Fig 5.We designed series of teaching activities for the course of database application. The first one is a discuss about “ What have you read in the winter vocation”, each student is asked to make a list include at least “book name, author, a simple description of the book, rank for the book”, based on the provided information students will be asked to discuss how to store the data to inspire them find proper scheme to store the data respectively, further discusses about “how to access which book is most popular in our class?”, “who have read book ****?” can be organized step by step. With the process of discuss we can introduce database theories such as data storage, manipulation, database design, etc.Fig 4 Post new discussion with EasyclassFig 5 Post new assignment with EasyclassSome common issues appeared in the discussion can be published in “Classwall”. “Classlibary “offers teachers and students a tool to share and manage resources. Thus teachers and students can collaborate to build a learning community where knowledge can be easily disseminated. B. Course Assessment in large classCourse assessment is an effective mean to evaluate teaching effectiveness. It also can motivate students to behave actively in learning process. The purpose of education is not to train students to become expert in examination to obtain high mark, but to have the ability to think independently, identify issues and find proper solutions for the issues. Students’ score usually are determined by usual performance with a predetermined weight and final test in most universities of China. This assessment method requires teachers of large classes take a lot of time and effort to statistics student attendance, review students' daily assignments, and record the grades to determine the usual performance of a whole semester. However, as usual performance can be used to activate students to achieve a better learning outcome through their own efforts. Competitive mechanism was introduced in our database application class. Students are divided into groups, with 7-8 students in each group, award points will be recorded for each individual’s active participation performance in class, and a group’s awarded points is the sum of all group member’s awarded points. Each group’s award points will be posted online regularly, by which students’ learning interest will be activated greatly. Groups model in Easyclass allows teacher to easily manage groups of students. Quizzes model(shown in Fig 6) which includes multiple choice, true/false, or essay quizzes, provides excellent functions for teachers to carry out tests forstudents.Fig. 6 Use Quizz in EasyclassPictures can be included with quiz questions. Instant feedback is available to students at the end of the quiz (except for essay questions) with Easyclass, and quiz scores can be recorded directly in Gradebook of Easyclass. Gradebook model can calculate the final grade for each student instantly according to the assignment scores andquiz scores achieved by students as shown in Fig7.Fig. 7 Manage grade with Gradebook in EasyclassIn the Gradebook the weights of each assignment and quiz can be edited by teachers. The final grade can be a useful measurement of students usual performance.V.C ONCLUSIONSThrough the analysis carried out from the perspective of knowledge dissemination within internal organization and Collaborative Knowledge Building, we argued the organization structure of existing large mostly belongs to a pyramid –shaped model, which is not conducive to the spread of knowledge. In order to achieve good teaching effects, the traditional communication way should be changed. An open communication network platform should be employed to promote knowledge dissemination within large classes. Combining teaching practice of database application we found presents Easyclass was a good online teaching platform to change the organizational structure among learning community.A CKNOWLEDGMENTThe authors would like to thank peer reviewers for commenting this article. We would like to express our gratitude to all those who helped us during the writing of this thesis. The work was supported by Economic & Management College of TUST Grant# JG20130110, Tianjin Education Science Twelfth Five Year Plan projects Grant# CEYP6005 and# HE4100, Tianjin Science and Technology Development Strategy Research Program Grant#13ZLZLZF and Humanities and Social Sciences Projects of Tianjin universities and colleges Grant #20132155).R EFERENCES[1] Chen Yaqing, Liu Shuyan, Zhang Yizhu, Lu Xiaodong. “A case studyof Peking University’s Semina Education Reform, ” Educational Research, 2013,11,PP.25-30.[2] John Kingston. “Choosing a Knowledge Dissemination Approach,”Knowledge and Process Management, 2012,Vol.19(3),pp.160-170. [3] Hu Wanli. “The Complex Network Model of Knowledge Diffusion,”OPERATIONS RESEARCH AND MANAGEMENT SCIENCE, Vol. 17,No. 5, pp150-154. [4] Marlene Scardamalia, “Carl Bereiter. An Architecture forCollaborative Knowledge Building,” Computer-Based Learning Environments and Problem Solving. Vol84,1992,PP 41-66.[5] A. Martinez,Y.Dimitriadis, B.Rubia,E.Gomez, P.de la Fuente.“Combining qualitative evaluation and social network analysis,” Computers&Eduacation 2003(41),pp. 353-368.[6] Fan-Chuan Tseng,Feng-Yang Kuo. “A study of social participationand knowlege sharing in the teachers,” Coumpters&Eduacation,2004(72),pp.37-47.。

韩海军2009年5月梅花心易讲课课堂记录

韩海军2009年五一梅花易数讲课课堂记录张永杰根据录音整理目录4月30日晚上：第一个卦是水雷屯变水火既济男孩求升学，问能去哪里上大学，能考几等大学；第二个卦是水雷屯变水泽节男人用公款赌博，都输了，想要回来他在预测部等了一天，老师都不给他断，后来给老师跪下了，才给他化解的，后来真弄回来了。

5月1日：第一个卦山地剥变艮为山女孩当小姐的想求婚姻5月1日上午第二个卦姓名卦王中华男 39岁雷泽归妹变震为雷只要不说明是报数的都是姓名卦5月1日下午第一个卦乾为天变天火同人男31岁夫妻不和5月1日下午第二个挂地雷复变山雷颐女56岁想去给人带孩子挣钱还有点报数的，能听到，不写了5月2日很长时间是记笔记，内容他有念只有最后阶段有个卦艮为山变山火賁 3兄弟开石灰厂5月2日下午第一个卦山泽损变山水蒙女人离家出走用此女名字起卦，她老公来求找人的5月2日下午第二个挂火山旅变火地晋报数起卦找宠物的5月3日上午第一个卦雷水解变雷泽归妹侧考多少分的5月3日上午第二个卦坤为地变地山谦男孩考试的卦5月3日下午第一个卦山雷颐变山火賁男子求财5月3日下午第二个挂兑为泽变泽天夬女子30多岁求财5月3日第三个卦兑为泽变泽天夬男人求官，注意这个和前面一挂完全一样，就是性别不同5月3日第四个挂天火同人变天雷无妄男子求官5月3日第五个挂天火同人变天雷无妄男子求桃花注意这个也和前面一个完全一样，性别也一样，好好看5月3日第六个卦水火既济变泽火革女 28岁婚姻不好球化解5月4日全天都是风水，自己听录音吧5月5日上午也是风水5月5日下午山水蒙变风水涣男42岁求子5月6日上午第一卦火泽睽变火天大有男46岁催债上午就一个卦5月6日下午火山旅变火风鼎女64岁老头求的挂，他老婆的姓名卦现场断的，很精彩5月6日第二个山天大蓄变山火賁另一个学员要个父亲找个伴5月6日第三个，现场求的挂，化解水地比变坎为水女32岁求促成婚姻5月6日第四个挂，坤为地变山地剥男中年催债一、五一班小记五月的南阳，春风拂面，花香扑鼻。

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集说：
• 韩氏伯曰：天下之动，必归于一。思以求朋，未能一也。一以感物，不思而至。 • 《朱子语类》云：“日往则月来 ”一段，乃承上文“憧憧而来”而言，往来皆人之所不能无，但憧憧则不可。 • 吴氏一源曰：人皆知信之利，而不知屈之所以利也，故以“尺蠖”、“龙蛇”明之。专言屈之利以示人，正欲人养静以一动，无感以待感也。 • 孔氏颖达曰：精义入神，以致用，利用安身以崇德。此二者皆人理之极，过此二者以往，则微妙不可知。穷极微妙之神，晓知义：此释否九五爻义。 • 集说：孔氏颖达曰：所以今有倾危者，由前安乐于其位。自以为安，故致今日危也。所以今日灭亡者，由前保有其存。恒以为存，故今致灭亡也。所以今有祸乱者，由前自恃有其治理，恒以为治，故今致祸乱也。是故君子今虽获安，心恒不忘倾危之事。国虽存，心恒不忘灭亡之事。政虽治，心恒不忘祸乱之事。心恒畏惧其将灭亡，乃“系于苞桑”之固也。 • 谷氏家杰曰：养尊处优曰“安”，宗社巩固曰“存”，纲举目张曰“治”。
• 注释： ①介于石，不终日，贞吉。出自<豫>卦六二爻辞，身处安逸而如置身于险境中，意识到安逸不会长久存在，占问吉利。 ②“宁”：岂。“识”：谓察知安危转化的几先之兆。 “危”谓事先之兆。“彰”指事后之果。知微便可推及于彰，知柔便可推及于刚，皆知几之妙。 ③颜氏之子，其殆庶几乎？“颜氏”，颜回。“殆”：大概。“庶几”：近于完备、很不错。
集说：
• 何氏楷曰：“知微知彰”，威而能彰， “介于石”也。“知柔知刚”，柔而能刚， “不终日”也。 • 崔氏憬曰：此爻得位于中，于豫之时，能顺以动而防于豫，如石之耿介，守志不移。虽暂豫乐，以其见微而不终日，则能“贞吉”，“断可知矣”。 • 张子曰：“知几”者，为能以屈为信。
原文
• 《易》曰：『介于石，不终日，贞吉。』介如石焉，宁用终日？断可识矣。君子知微知彰，知柔知刚，万夫之望。」子曰：「颜氏之子，其殆庶几乎？有不善未尝不知，知之未尝复行也。《易》曰：『不远复，无祗悔，元吉。』」
集说：
• 虞氏翻曰：“复以自知”，“自知”者明，谓颜子不迁怒，不贰过，克己复礼，天下归仁也。 • 侯氏行果曰：失在未形，故有不善，知则速改，故无大过。 • 《朱子语类》云：或以几为因上文“几” 字而言，但《左传》与《孟子》“庶几” 两字，都只作“近”字说。 • 陆氏振奇曰：诚则明者，“知几”之神，由介石来也，明则诚者，不远之复，由真知得也，在豫贵守之固，故曰“贞吉”，在复贵觉之早，故曰“元吉”。
原文
• 《易》曰：「困于石，据于蒺藜，入于其宫，不见其妻，凶。」子曰：「非所困而困焉，名必辱。非所据而据焉，身必危。既辱且危，死期将至，妻其可得见耶！」
• 注释： • ①困于石，据于蒺藜，入于其宫，不见其妻，凶。出自< 困>卦六三爻。困于险境，依于是非之地，结果就如同进去家中而不见了妻子，有凶险。“困”：困守，执守。② “非”：谓不宜。出自自然，则执守移居者为“宜”；出自于任务，则执守依据者为“非”。
集说：
• 项氏安世曰：“危以动则民不与”，当与之与。“无交而求则民不与”，取与之与也。 • 又曰：以“易”对“惧”，其义可见。直者其语“易”，曲者其语“惧”。乾之所以‘易“者，以其直也。 • 郭氏鹏海曰：事不顺理，从欲惟危，为 “危以动”。心知非理，自觉惶恐，为 “惧以语”。恩非素结，信非素孚，为 “无交而求”。
原文
• 《易》之为书也！不可远，为道也屡迁，变动不居，周流六虚，上下无常，刚柔相易，不可为典要，唯变所适。……
• 注释： ①《易》之为书也！不可远，为道也屡迁。“不可”：不能，很难。“远”：究极、探究。“不可远”作“难前”， “前”读为“赞”，探明之义。“道”：阴阳变化之道。 ②变动不居，周流六虚，上下无常，刚柔相易，不可为典要，唯变所适。此轮六爻之变动，就其现象而言，其无定则。 “不居”，不止。“六虚”：六爻之位。六爻所成指卦象宇宙太虚，故言“六虚”。“上下”：爻之往返。“典要”：固定模式。“适”：从随往。“唯变所适”：跟着变化走。
集说：
• 《朱子语类》云：有著力不得处，若只管著力去作，少间去作不成，他人便道自家无能，便是辱了名。 • 本义：释困六三爻义。
原文
• 《易》曰：「公用射隼于高墉之上，获之，无不利。」子曰：「隼者，禽也；弓矢者，器也；射之者，人也。君子藏器于身，待时而动，何不利之有？动而不括，是以出而有获，语成器而动者也。」
集说：
• 张氏浚曰：自昔居台鼎之任，德力知三者一有阙，则弗能胜其事，而况俱不足者乎。有德而无知，则不足以应变，有知而无力，则不足以镇浮。若夫德之不立，虽有知力，亦无以感格天人，而措天下于治矣。 • 钱氏时曰：古之人君，必量力度德而后授之官。古之人臣，亦必度力度德而后居其任。虽百工胥吏，且犹不苟，况三公乎？为君不明于所择，为臣不审于自择，以至亡身危主，误国乱天下，皆由不胜任之故，可不戒哉？
• 本义：氤氲，交密之状。醇，谓厚而凝也，言气化者也。化生，形化者也。此释损六三爻义。 • 集说：侯氏行果曰：此明物情相感，当上法“氤氲”“化醇”致一之道。
原文
• 子曰：「君子安其身而后动，易其心而后语，定其交而后求。君子修此三者，故全也。危以动，则民不与也；惧以语，则民不应也；无交而求，则民不与也；莫之与，则伤之者至矣。《易》曰：『莫益之，或击之，立心勿恒，凶。』
注释：
①君子安其身而后动，易其心而后语，定其交而后求。君子修此三者，故全也。“易”：平和。“全”：安全，万无一失。“定其交而后求”，是说上与下结成友谊而后求助有应，此即《黄帝四经·称》所谓“不受禄者天子弗臣也，禄薄者弗与犯难。君子处境安稳然后有所行动，心平气和而后言语，结成友谊而后求助，君子能做到这三点的，其言语行事才虎万无一失。 ②危以动，则民不与也；惧以语，则民不应也；无交而求，则民不与也；莫之与，则伤之者至矣。“与”、“应”及下文的“莫之与”之“与”，四字意思相同，回应响应之义。 ③莫益之，或击之，立心勿恒，凶。出自<益>卦上九爻辞。没有人来帮助，反有人来攻击，因为不能恒久确立为善之心，导致了凶祸。
原文
• 天地氤氲，万物化醇。男女构精，万物化生。《易》曰：『三人行则损一人，一人行则得其友。』言致一也。
• 注释： ①天地氤氲，万物化醇。男女构精，万物化生。 “天地”：指天地阴阳二气。“氤氲”：指阴阳二气感通交融，犹老子的“惚兮恍兮，恍兮惚兮”。 “醇”：均匀。男女雌雄牝牡。“构精”：精气构合。 ②三人行则损一人，一人行则得其友。出自<损> 卦六三爻辞。三人共同行事，会损失一人而败事；一人独往单干，会得到友助而成功。
• 本义：此释噬嗑上九爻义。 • 集说：董氏仲舒曰：积善在身，犹长日加益而人不知也。积饿在身，犹火之销膏而人不见也。
原文
• 子曰：「危者，安其位者也；亡者，保其存者也；乱者，有其治者也。是故君子安而不忘危，存而不忘亡，治而不忘乱，是以身安而国家可保也。《易》曰：『其亡其亡，系于苞桑。』」
原文
• 子曰：「德薄而位尊，知小而谋大，力少而任重，鲜不及矣。《易》曰：『鼎折足，覆公餗，其形渥，凶。』言不胜其任也。」
• 注释： ①德薄而位尊，知小而谋大，力少而任重，鲜不及矣。此说力不胜任之事而<鼎>卦九四象之。 “鲜”：少。“不及”：不及于祸。 ②鼎折足，覆公餗，其形渥，凶。出自<鼎>卦九四爻辞。鼎足折断，打翻了肉羹，浑身被玷污，有凶险。
集说：
• 侯氏行果曰：居则观象，动则玩占，故 “不可远”也。 • 孔氏颖达曰：“六位”言“虚”者，位本无体，因爻始见，故称“虚”也。 • 邵子曰：“六虚”者，六位也，虚以待变动之事也。 • 吴氏曰慎曰：“不可为典要”，变无方也。既有典常，理有定也，故曰《易》者变易也，不易也。 • 本义：远，犹忘也。周流六虚，谓阴阳流行于卦之六位。
• 注释： • ①憧憧往来，朋从尔思：引“咸”卦九四爻，往来交际，女友乐于随从。“咸”卦九四与初六阴阳爻相感，而“子曰”中的日月、寒暑、屈伸等亦是讲阴阳、进退的自然相感。 ②天下何思何虑：天下万事一出于阴阳自然相感而无须人为思虑。 ③日往则月来，月往则日来，日月相推而明生焉。寒往则暑来，暑往则寒来，寒暑相推而岁成焉：此论天道之何思何虑。月寒日暑阴阳相感而明与岁自然生成。 ④尺蠖之屈，以求信也；龙蛇之蛰，以存身也：此论人道之何思何虑。 “信”同“伸”。“蛰”：潜伏。日月之往犹事物之屈退，日月之来犹事物之进伸，屈蛰之与伸存，乃自然相感之理；若人为于屈蛰或人为于伸存，则非也。 ⑤精义入神，以致用也；利用安身，以崇德也。过此以往，未之或知也；穷神知化，德之盛也：“精义入神”承上文之天道、人道而说。“精义”，精研人道之内蕴。“入”，深入。深究。“入神”，深究天道之神妙。“以致用”，以此来指导实践。 “利用安身，以崇德也”谓通过安静修养以增广道德。
集说：
• 本义：括，结碍也。此释解上六爻义。 • 韩氏伯曰：括，结也。君子待时而动，则无结阂（he）之患也。
原文
• 子曰：「小人不耻不仁，不畏不义，不见利不劝，不威不惩。小惩而不诫，此小人之福也。《易》曰：『履校灭趾，无咎。』此之谓也。」
• 注释： • ①此先言“子曰”而后言“《易》曰”，体例变化。小人不羞耻于行不仁义之事，不畏惧于行不义之事，其所畏惧者刑罚之祸，此即“君子不犯非理，小人不犯不祥。” ②履校灭趾，无咎。引自<噬嗑>卦初九爻辞。脚上带着刑具，被割掉脚趾，但没有大的祸害。
易学研究课堂演示《系辞【学生】下》
第一小组：杨洁唐思刘红袁磊
原文
• 《易》曰「憧憧往来，朋从尔思。」子曰：「天下何思何虑？天下同归而殊途，一致而百虑。天下何思何虑？日往则月来，月往则日来，日月相推而明生焉。寒往则暑来，暑往则寒来，寒暑相推而岁成焉。往者屈也，来者信也，屈信相感而利生焉。尺蠖之屈，以求信也；龙蛇之蛰，以存身也。精义入神，以致用也；利用安身，以崇德也。过此以往，未之或知也；穷神知化，德之盛也。」