中学时,是懵懂少年,不经世事,听老师钝刀解牛般地分解成一个个段落大意,昏昏欲睡。现在站在课堂上,手捧《背影》,别有一番滋味在心头。开始示范朗读课文。我努力提醒自己要酝酿好主人公哀愁的情绪,要用低缓声调带领学生进入情境。“那年冬天,祖母死了,父亲的差使也交卸了,正是祸不单行的日子……家中光景很是惨淡……”我很得意,在我故作深沉而凄切的语调中,那些调皮的学生竟也能安静下来。接下来,我用平淡的语调朗读了那几个不起眼极易被人忽略的“小动作”:照看行李,讲价钱,送上车,拣座位,铺大衣,嘱我警醒,托茶房。多周到的父亲!我娓娓道来,学生会不耐烦了吧?眼角觑视,还好,学生个个聚精会神! High school, is ignorant of young people, without the world, listening to the teacher blunt into a paragraph to the effect of paragraph, drowsiness. Now standing in the classroom, holding the “back”, do not have a taste in my heart. Begin demonstration of reading the text. I try my best to remind myself to make the protagonist sad mood, to use low-pitched tone to lead students into the situation. “The winter that year, my grandmother is dead, my father’s handicapped is also handed down, it is the day of misfortune ... home scene is very bleak ... ” I am very proud, in my deep and mournful tone, these naughty The students actually can be quiet. Next, I read in flat tone that several easily overlooked “little tricks ”: take care of luggage, bargain, get on the train, pick up seats, coat, told me wake up, care tea room. Multi-thoughtful father! I tell you, the students will be impatient, right eye view, but fortunately, the students all attentively!