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2014年9月,我从城区小学调到山区学校支教。我发现,农村孩子与城区孩子的语文素养差距很大。第一堂课,我便感受到农村孩子对语文课的惧怕和躲闪。整堂课鲜有人举手,更没人站起来回答问题。更糟糕的是他们的写作,当堂28篇习作几乎无一成文,错别字、语病层出不穷,批改无从下手。正当我感到束手无策时,一封意外的书信点亮了我的眼睛。那是我原来任教的城区孩子来信询问我的近况。短笺寥寥数语,却勾起了我的倾诉欲望,不一会儿,我便洋洋洒洒地回了一封长信。搁笔之际,一个念头在心底悄然而生:何不
In September 2014, I transferred from urban primary school to mountain school to teach. I found that there is a big gap between the children’s literacy in rural areas and the children in urban areas. The first lesson, I would feel the fear of rural children in Chinese classes and dodge. There are few people who raised their hands during the entire class and no one stood up and answered questions. What is even worse is their writing. When there are almost no written or mistyped 28-item assignments, there is an endless stream of language disease and the reform can not be started. Just as I felt helpless, an unexpected letter lit my eyes. That is what I originally taught the city kids letter from asking me about the status quo. Short notes few words, but it aroused my desire to talk, and soon, I echoes back a long letter. At the time of writing off, a thought quietly arises in my heart: why not