常听说狐狸狡猾,却不听说狐狸聪明;常听说自己孩子聪明,却不听说自己孩子狡猾。其实狡猾就是聪明,聪明便是狡猾。自己的话或文章,有人向你提出批评,也许你说人家咬文嚼字;学生的习作叫你批改,你叫学生要字斟句酌。其实“咬文嚼字”就是“字斟句酌”,“字斟句酌”也便是“咬文嚼字”。以上两组词语仅是附着的感情不同而已。然而,学生在听、读方面不去“咬文嚼字”,又怎能在说、写中字斟句酌?要把学生对课文“咬文嚼字”当作学生主体意识的体现,当作学生观察、思考能力和怀疑、创新精神的体现。在这点意义上来说,让学生“咬文嚼字”并非坏事。 Often heard of foxes, they did not hear about the fox’s intelligence; they often heard that their children were clever, but they did not hear about their children. In fact, you are smart, smart is embarrassing. In your own words or articles, someone has criticized you. Maybe you say that people are quibbled; students’ practice is for you to make corrections. You ask the students to use their words and sentences. In fact, “to swear words” is “words and sentences”, “words and sentences” is also “bite words.” The above two sets of words only have different attachment feelings. However, students do not “read words” in listening and reading. How can they be able to say and write? Every student needs to interpret the text as a manifestation of the student’s subject consciousness as a student’s ability to observe, think, and doubt. The embodiment of innovative spirit. In this sense, it’s not a bad thing for students to “get ridiculous.”