有老师发表文章,说他教授《绿》这一课时,从文章的第一段一下子就跳到了“作者如何写‘绿’的呢?”那一段,即文章的第三段。有老师也附和说这是《绿》的教学范例云云。这种对《绿》的背景部分的忽视的教法,我不敢苟同,其理由如次。 第一,第二段作者用了很多笔墨写了山亭、岩石、天、水草、瀑布、水花等景物,其立足点是变化的,它和第三段以下立足点景致的描写构成一个整体。纵观全文,作者观察事物的立足点变化有三次,一是在山边,是远视,写概貌;一是在亭边,是近视逼视,写具体(以上立足 A teacher published an article saying that when he taught the “Green” lesson, he jumped from the first paragraph of the article to “How does the author write ’Green’?” The paragraph is the third paragraph of the article. Some teachers also echoed that this was a teaching paradigm for “Green.” This kind of teaching method that neglects the background part of “Green” cannot be discriminated. The reasons are as follows. First, the second paragraph of the author wrote a lot of ink and ink on the mountain pavilions, rocks, sky, aquatic plants, waterfalls, splashes, etc. Its footing point was changed, and it combined with the depiction of the third foothold below. Looking at the full text, the author observes three changes in the standpoint of things. One is on the mountainside. It is farsighted and writes an overview. On the other hand, at the edge of the kiosk, it is myopic looking and writes specifics.