背景知识在阅读中的作用是至关重要的,它可以由老师来灌输,也可以通过阅读材料本身给出。背景知识是一个复杂的概念,包含专业知识、社会文化知识等。因此,在教学中除了要介绍相关专业、文化知识以外,社会背景也不能忽视,因为阅读中造成误解的往往就是由于欠缺相关背景知识引起的。同时要求学生在平时要阅读不同领域的书籍来拓宽知识面,多积累文化背景知识。在进行阅读教学时,教师可在讲课前为学生提供一些背景知识,增强学生的感性经验。如高中课文中涉及中美文化交流所碰到的问题,围绕着中国人和英美国家的人在访友、道谢、恭维时的不同做法,谈到美国人习惯于从小到大、从特殊到普遍的思维方式,如写信就是一个例子。另外美国人个性独立、不拘礼节、言谈直率也是众人皆知的,以及英国人的绅士风度等。学生头脑中有了这些感性认识再理解相关文章就比较容易了。
书籍记录了人类的历史,记录了所有的新发现,记载了古今历代所积累的知识和经验。只有认真的学习前人的经验和理论,才能在一个更高的高度上来看问题,不再犯同样的错误,并有一个较高的起点。书本是前人智慧的结晶,是他们的研究成果和经验的体现,通过对他们的学习,发现对自己有用的东西。由此更可见读书的重要性了。
人生来无善亦无恶,关键是正确的引导。在人的成长过程中,有一位良师益友就能起到很积极的作用,书本就是这样的一位。一本好书就如一个好的导师,它能教你如何做人,做一个于己于社会都有用的人。书籍能安慰我们的心灵,使我们摆脱悲哀和痛苦的羁绊;书籍可以使枯燥乏味的岁月化为令人愉快的时光。书必将各种信念注入我们的脑海,使我们充满崇高的欢乐和思想,从而使我们入神忘情,灵魂升华。
所以我们要倡导并支持读书,读万卷书行万里路,做一个称职的教师,以带动教育事业的蓬勃健康的发展!
Emerging from the cartoon is an eye-catching scene that the parents are willing to have a second child, while their only child do not agree because of his worry that he doesn't want to have another child, even his own sibling, share toys with him. Simple as it is, the symbolic meaning revealed is profound and thought-provoking.
We are supposed to place our attention on, instead of its funny appearance, the implied meaning of the cartoon: as the overall second-child policy expands throughout China, some only children are so selfish that they cannot accept the second child in their family. What can account for this undesirable situation? For one thing, they, as the only child at home all the time, have no awareness of sharing what they like with others due to the fact that all the family members give their love to the only child. As a result, when faced with the problem of whether they are willing to have a sibling, their first response is to refuse it. For another reason, some couples are eager to have a second child as soon as possible, which makes them neglect to communicate with their only child to let them realize the advantage of having a sibling companion in their childhood.
From what has been discussed above, it's safe for me to conclude that it is urgent to take some immediate and effective measures. What I recommend is that parents should let child know the importance of sharing with others, which is beneficial for them in future life. In addition, it's better for parents to have more communication with their only child once they want to have a second child.
“春天在哪里呀?春天在哪里?春天在那……”我们踏着欢快的脚步来到了西湖寻找春天的气息。
冬阿姨悄悄地带着冻住了世界的冬风,下了班。春姑娘一上任,小草就探出头来,伸了伸懒腰,一下子铺满了光秃秃的土地,一呼风,风儿温暖了大好河山,万物复苏,冰雪融化,构成了一道独特的美景。
春天在花丛里。粉红色的桃花绽开了灿烂的笑容,茶花在枝头燃起团团火焰,在树下看,就像颗颗天石从天而降,而玉兰却在枝头高高地举起了白色的酒杯,矮牵牛也吹起了紫色的小喇叭,要不是亲眼见到,我还真不信呢!俗话说的好“耳听为虚,眼见为实”嘛!真是“百闻不如一见啊!”最繁多、最明艳的要数杜鹃花了,这儿一丛,那儿一簇,很是不少,五彩缤纷、姹紫嫣红,真是“百般艳花斗芳菲啊!”
春天在那枝头里。那里春姑娘抚摸着嫩绿的叶子,想告诉我们春天的光彩,那被春姑娘吹过的细小的嫩枝,想告诉我们春天的美好。
春天在那湖里。静静的小湖就像一面无瑕的明镜,映衬着蓝天、白云、楼台水榭,在湖面映衬出了天空的蓝,云朵的'白,水榭的古老。
春天在人们的笑容里。有早锻炼的人,光是跳舞就有好几种:普普通通跳舞的、拿着扇子跳舞的、捂着剑跳舞的,只要你说的出来的都有;还有来西湖公园娱乐的:琴、棋、书、画,样样都有;更多的是观赏西湖美景的。
游赏完了西湖,我知道了春天在枝头里、在花丛中、在湖水里、在人们甜蜜的笑容里,春天更是在眼里、在心里。
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