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读过这样一个真实的故事:一位母亲利用送孩子去上学的时间,和孩子讨论人教版第三册《北京》这篇课文该不该背诵。这篇课文从天安门写到柏油马路、立交桥,再写到绿树、公园和高楼等,最后以“北京真美啊”结尾。母亲认为文章语句通顺,清晰简单,是一篇可读的文章,但并没有写出北京的特色,没有识别性,并不值得背诵。之后,她以“一起来找找北京的个性”为话题,很巧妙地在与儿子的对话中不断发现,不断矫正,重构出一个更为优质的文本。
Read such a true story: a mother to send their children to school time, discuss with the children PEP 3 “Beijing” should not recite this text. This text from Tiananmen Square to Asphalt Road, overpass, and then to the trees, parks and high buildings, and finally to “Beijing really beautiful ah” end. My mother thought that the sentences of the article were fluent, clear and simple, and it was a readable article. However, it did not write out the characteristics of Beijing and was not identifiable. It was not worth memorizing it. After that, with her theme of “finding Beijing’s personality together”, she is cleverly constantly discovering, constantly correcting and reconstructing a better text in her dialogue with her son.