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在《春天的校园一角》这篇片断练笔中,我班不少学生只写了五、六十字,词汇贫乏,语言干瘪,大同小异。分析原因是引导不甚得法。但是,为了不失去这样好的观察练笔机会,我决定叫他们再写《春天的校园一角》。这次我的引导方法是: “给”:所谓“给”就是我把搜集的有关描绘春天的句子、段落让学生听写,还把朱自清的《春》印发给他们,让他们阅读、吟诵。这些句子和段落,特别是朱自清的诗一般的抒情散文《春》,用
In the “Spring Corner of the Campus,” this excerpt from practice pen, many students in my class only wrote five or sixty words, the vocabulary is poor, the language is shriveled, and the similarities and differences. Analysis of the reasons is not guide the law. However, in order not to lose such good opportunities for observation and practice, I decided to ask them to write “the corner of the spring campus.” This time my guiding method is: “Give”: The so-called “give” means that I collected the sentences about the painting depicting the spring, the paragraph for the students to dictate, and also printed out the “Spring” by Zhu Ziqing to them for reading and chanting. These sentences and passages, especially the poetic lyric essay “Spring” by Zhu Ziqing, are used