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“读写结合”是语文教师公认的教学原则,谁都不否认,谁都在运用。但是,由于理解的不同,运用起来可不一样。我们来看学生习作中的两个病例:[例1]细雨如丝,杏树贪婪地吮吸着这春天的甘露,舒展着嫩绿的枝叶,开出了一朵朵白里透红的小花。(学生习作《杏树》中的一段)[例2]我在默默地算着,八千多日子已经从我手中溜去。像针尖上一滴水滴在大海里,我的日子滴在时间的长流里,没有声音,也没有影子。(学生习作《珍惜时间吧,朋友》中的一段)乍一看,学为所用;仔细品析,则都有问题——杏树怎么是先长叶后开花的呢?一个年仅十二三岁的小学生怎能说“八千多日子已经从我手中溜去”呢?以上两例均是把阅读得来的印人语言机械地搬入自己的作文。这就是读写结合吗?否!
“Read and write with ” is a recognized teaching principle of Chinese teachers, no one denied that no one is using. However, due to different understandings, it may be different to use. Let us look at two cases of student work: [Example 1] The rain is silky, the almond tree sucks greasy spring dew greedily, stretches the verdant branches and leaves, and blossoms with white flowers. (A section in the Apricot Tree by a student) [Example 2] I was silently counting that more than 8,000 days had slipped from my hand. Like a drop of water on the tip of a needle in the sea, my days drip in the long stream of time, no sound, no shadow. (Students practice “cherish the time it, friends,” paragraph) At first glance, learn to use; careful analysis, then have a problem - apricot how the first leaves after the flowering it? A year only twelve How can an old pupil say that “more than 8,000 days have slipped away from me?” Both of the above examples were mechanical portrayals of the printed Hindi language to their compositions. Is this a combination of reading and writing? No!