论文部分内容阅读
一、感于哀乐,缘事而发大凡学生在学习期间,往往有其活泼而奋发的时候,也有其淡漠而懒散的时候。作文教学中往往有这样的情况:你在讲台上指导得绘声绘色,他在下面却昏昏欲睡;你的提示已近于和盘托出,他站起来还是半声不吭;你的要求已明明白白,可按时交作文的还是寥寥无几……还有什么比这教而不学、启而不发、调而不动更让教师难堪呢?要摆脱这个困境实属不易,而改变这一状
First, the sense of sadness and joy, the fate of the incident and the general students in the study period, often have their lively and hard time, but also their indifferent and lazy time. This is often the case in composition teaching: you are instructed on the podium and he is lethargic underneath; your hints are close enough to show off, and he stands up or does not speak half; your request is plainly stated. There are still very few communicative writings that can be delivered on time... What is more embarrassing to the teacher than to teach, to learn, not to make, to to mobilize? It is not easy to get rid of this dilemma, but to change this shape.