E D U C A T I O N A L P R A C T I C E S S E R I E S –7
The International Academy
of Education
The International Academy of Education (IAE) is a not-for-profit scientific association that promotes educational research, its dissemination, and the implementation of its implications. Founded in 1986, the Academy is dedicated to strengthening the contributions of research, solving critical educational problems throughout the world, and providing better communication among policy makers, researchers and practitioners. The seat of the Academy is at the Royal Academy of Science, Literature and Arts in Brussels, Belgium, and its co-ordinating centre is at Curtin University of Technology in Perth, Australia.
The general aim of the IAE is to foster scholarly excel-lence in all fields of education. Towards this end, the Academy provides timely syntheses of research-based evidence of international importance. The Academy also provides critiques of research, its evidentiary basis, and its application to policy.
The current members of the Board of Directors of the Academy are:
?Erik De Corte, University of Leuven, Belgium (President)?Herbert Walberg, University of Illinois at Chicago, United States of America (Vice President)
?Barry Fraser, Curtin University of Technology, Australia (Executive Director)
?Jacques Hallak, Paris, France
?Michael Kirst, Stanford University, United States of America
?Ulrich Teichler, University of Kassel, Germany ?Margaret Wang, Temple University, United States of America
https://www.doczj.com/doc/12199119.html,.au/curtin/dept/smec/iae
Preface
This booklet is about how children learn. It has been prepared for inclusion in the Educational Practices Series developed by the International Academy of Education and distributed by the International Bureau of Education and the Academy. As part of its mission, the Academy provides timely syntheses of research on educational topics of international importance. This book-let is the seventh in the series on educational practices that generally improve learning.
The author is Stella Vosniadou, who has written many arti-cles and books in the area of cognitive, developmental and educational psychology. She has taught at the University of Illinois in Urbana-Champaign and at the University of Athens, and was president of the European Association for Research on Learning and Instruction. She is currently the director of a grad-uate programme in cognitive science in the Department of Philosophy and History of Science at the University of Athens.
The officers of the International Academy of Education are aware that this booklet is based on research carried out prima-rily in economically advanced countries. The booklet, however, focuses on aspects of how children learn that appear to be universal in much formal and informal schooling. The practices presented here are likely to be generally applicable through-out the world. Even so, the principles should be assessed with reference to local conditions, and adapted accordingly. In any educational setting or cultural context, suggestions or guide-lines for practice require sensitive and sensible application, and continuing evaluation.
HERBERT J. WALBERG
Editor, IAE Educational Practices Series
University of Illinois at Chicago
Previous titles in the ‘Educational practices series’
1.Teaching by Jere Brophy. 36p.
2.Parents and learning by Sam Redding. 36p.
3.Effective educational practices by Herbert J. Walberg and
Susan J. Paik. 24p.
4.Improving student achievement in mathematics by Douglas
A. Grouws and Kristin J. Cebulla. 48p.
5.Tutoring by Keith Topping. 36 p.
6.Teaching additional languages by Elliot L. Judd, Lihua Tan
and Herbert J. Walberg. 28p.
These titles can be downloaded from the websites of the IEA (https://www.doczj.com/doc/12199119.html,.au/curtin/dept/smec/iae) or of the IBE (https://www.doczj.com/doc/12199119.html,/publications) or paper copies can be requested from: IBE, Publications Unit, P.O. Box 199, 1211 Geneva 20, Switzerland.
Table of contents
Introduction, page 6
1. Active involvement, page 8
2. Social participation, page 9
3. Meaningful activities, page 11
4. Relating new information to prior knowledge, page 12
5. Being strategic, page 14
6. Engaging in self-regulation and being reflective, page 16
7. Restructuring prior knowledge, page 18
8. Aiming towards understanding rather than memorization, page 20
9. Helping students learn to transfer, page 22
10. Taking time to practice, page 23
11. Developmental and individual differences, page 25
12. Creating motivated learners, page 27
References and further reading, page 29
Printed in France by SADAG, Bellegarde.
Introduction
The psychological principles described in this booklet summarize some of the important results of recent research on learning that is relevant for education. They attempt to integrate research coming from diverse areas of psychology, including educational, developmental, cognitive, social and clinical psychology. This research has offered us new insights into the learning process and the development of knowledge in many subject-matter areas. As a result, curricula and instruction are changing in schools today. They are attempting to become more student-centred than teacher-centred, to connect the school to real-life situations, and to focus on understanding and thinking rather than on memorization, drill and practice.
Although each principle is explained on its own, all twelve principles are best understood as an organized whole with one supporting the others. As a whole, these principles are meant to provide a comprehensive framework for the design of curricula and of instruction. Indeed, they are found behind a number of innovative programmes in schools across the world today.
We begin with a discussion of three principles that are widely recognized as forming the basis on which teachers should design the learning environments of today’s schools; namely, learning environments that encourage students to be active learners, to collaborate with other students, and to use meaningful tasks and authentic materials. We continue with seven principles that focus on cognitive factors that are primarily internal, but also interact with environmental factors in important ways. Teachers need to take these principles into consideration in order to design more effective curricula and instruction. We end with a discussion of developmental and individual differences, and with motivational influences on learning. These last two areas are very important for learning and instruction, and—to be treated adequately—deserve to become independent booklets.
We have not dealt with a subject that is becoming very important in the schools of today—the use of information and communication technology to support learning. We have not done so because this area is too vast and we believe that a special booklet needs to be devoted to it.
In discussing each principle, we start by presenting a summary of the research findings and then continue describing the implications for teaching that follow from them. At the end of the booklet there is a list of references and suggested readings that provide further information on the principles that have been discussed.
1.Active involvement
Research findings
Learning at school requires students to pay attention, to observe, to memorize, to understand, to set goals and to assume respon-sibility for their own learning. These cognitive activities are not possible without the active involvement and engagement of the learner. Teachers must help students to become active and goal-oriented by building on their natural desire to explore, to under-stand new things and to master them.
In the classroom
It is a challenge for teachers to create interesting and challenging learning environments that encourage the active involvement of students. The following are some suggestions as to how this can be done:
?Avoid situations where the students are passive listeners for long periods of time.
?Provide students with hands-on activities, such as experi-ments, observations, projects, etc.
?Encourage participation in classroom discussions and other collaborative activities.
?Organize school visits to museums and technological parks.?Allow students to take some control over their own learn-ing. Taking control over one’s learning means allowing students to make some decisions about what to learn and how.
?Assist students in creating learning goals that are consistent with their interests and future aspirations. References:Elmore, Peterson & McCarthy, 1996; Piaget, 1978;
Scardamalia & Bereiter, 1991.
2.Social participation
Research findings
For many researchers, social participation is the main activ-ity through which learning occurs. Social activity and partici-pation begin early on. Parents interact with their children and through these interactions children acquire the behav-iours that enable them to become effective members of soci-ety. According to the psychologist Lev Vygotsky, the way chil-dren learn is by internalizing the activities, habits, vocabu-lary and ideas of the members of the community in which they grow up.
The establishment of a fruitful collaborative and co-oper-ative atmosphere is an essential part of school learning. Research has shown that social collaboration can boost student achievement, provided that the kinds of interactions that are encouraged contribute to learning. Finally, social activities are interesting in their own right and help to keep students involved in their academic work. Students work harder to improve the quality of their products (essays, projects, artwork, etc.) when they know that they will be shared with other students.
In the classroom
Teachers can do many things to encourage social participation in ways that facilitate learning:
?They can assign students to work in groups and assume the role of a coach/co-ordinator who provides guidance and support to the groups.
?They can create a classroom environment that includes group workspaces where resources are shared.
?Through modelling and coaching, they can teach students how to co-operate with each other.
?They can create circumstances for students to interact with each other, to express their opinions and to evaluate other students’ arguments.
?An important aspect of social learning is to link the school to the community at large. In this way, students’ opportu-nities for social participation are enlarged. References: Brown et al., 1996; Collins, Brown & Newman, 1989; Rogoff, 1990; Vygotsky, 1978.
3.Meaningful activities
Research findings
Many school activities are not meaningful since students under-stand neither why they are doing them nor what their purpose and usefulness is. Sometimes school activities are not mean-ingful because they are not culturally appropriate. Many schools are communities where children from diverse cultures learn together. There are systematic cultural differences in practices, in habits, in social roles, etc., that influence learning. Sometimes meaningful activities for students coming from one cultural group are not meaningful to students who are coming from another cultural group.
In the classroom
Teachers can make classroom activities more meaningful by situating them in an authentic context. An example of an authen-tic context is one in which the activity is typically used in real life. For example, students can improve their oral language and communication skills by participating in debates. They can improve their writing skills by being involved in the prepara-tion of a classroom newspaper. Students can learn science by participating in a community or school environmental project. The school can be in contact with local scientists and invite them to lecture, or allow the students to visit their laboratories.
It is also important for teachers to be aware of the cultural differences of the children in their classroom and to respect these differences. They must see them as strengths to build on, rather than as defects. Children will feel differently in the class-room if their culture is reflected in the common activities. School routines that are unfamiliar to some children can be introduced gradually so that the transition can be less traumatic for ethnic-ally diverse groups.
References:Brown, Collins & Duguid, 1989; Heath, 1983.
4.Relating new information
to prior knowledge
Research findings
The idea that people’s ability to learn something new follows from what they already know is not new, but more recent research findings have shown that the ability to relate new infor-mation to prior knowledge is critical for learning. It is not possi-ble for someone to understand, remember or learn something that is completely unfamiliar. Some prior knowledge is neces-sary to understand the task at hand. But having the prerequi-site prior knowledge is still not sufficient to ensure adequate results. People must activate their prior knowledge in order to be able to use it for understanding and for learning. Research shows that students do not consistently see the relationships between new material that they read and what they already know. Research also shows that learning is enhanced when teachers pay close attention to the prior knowledge of the learner and use this knowledge as the starting point for instruction.
In the classroom
Teachers can help students activate prior knowledge and use it for the task at hand. This can be done in a number of ways. ?Teachers can discuss the content of a lesson before starting in order to ensure that the students have the necessary prior knowledge and in order to activate this knowledge.?Often students’ prior knowledge is incomplete or there are false beliefs and critical misconceptions. Teachers do not simply need to know that students know something about the topic to be introduced. They need to investigate students’prior knowledge in detail so that false beliefs and miscon-ceptions can be identified.
?Teachers may need to go back to cover important pre-requisite material or ask the students to do some prepara-tory work on their own.
?Teachers can ask the kind of question that helps students see relationships between what they are reading and what they already know.
?Effective teachers can help students to grasp relationships and make connections. They can do so by providing a model or a scaffold that students can use as support in their efforts to improve their performance.
References:Bransford, 1979; Bransford, Brown & Cocking, 1999.
5.Being strategic
Research findings
Children develop strategies to help themselves solve problems from an early age. For example, when pre-school children are told to go to the supermarket to buy a list of food items, they often repeat the items on their way to remember them better. These children have discovered rehearsal as a strategy to improve their memory without anybody telling them to do so. When they go to school, children need help from teachers to develop appropriate strategies for solving mathematics prob-lems, when understanding texts, doing science, learning from other students, etc. Research shows that when teachers make systematic attempts to teach learning strategies to students substantial gains can result.
Strategies are important because they help students under-stand and solve problems in ways that are appropriate for the situation at hand. Strategies can improve learning and make it faster. Strategies may differ in their accuracy, in their difficulty of execution, in their processing demands and in the range of problems to which they apply. The broader the range of strate-gies that children can use appropriately, the more successful they can be in problem solving, in reading, in text compre-hension and in memorizing.
In the classroom
Teachers must recognize the importance of students knowing and using a variety of strategies. The teaching of strategies can be done directly or indirectly. In the latter case, the teacher can give students a task and provide a model of the inquiry process or ask key questions. For example, in reading, teachers can explicitly show students how to outline the important points in a text and how to summarize them. Alternatively, they can ask
a group of students to discuss a text and summarize it. They can help in this process by participating in the discussion and by asking critical questions. In science, teachers can show students how to conduct experiments: how to form hypothe-ses, how to keep a systematic record of their findings, and how to evaluate them.
It is important to ensure that students learn to use these strategies on their own and do not always rely on teachers to provide the necessary support. Teachers need to gradually fade their assistance and allow students to take greater responsibil-ity for their learning.
References:Mayer, 1987; Palincsar & Brown, 1984; White & Frederickson, 1998.
6.Engaging in self-regulation
and being reflective
Research findings
The term ‘self-regulation’ is used here to indicate students’ability to monitor their own learning, to understand when they are making errors, and to know how to correct them. Self-regulation is not the same as being strategic. People can use strategies for learning mechanically without being fully aware of what they are doing. Self-regulation involves the develop-ment of specific strategies that help learners evaluate their learning, check their understanding and correct errors when appropriate.
Self-regulation requires reflection in the sense of being aware of one’s own beliefs and strategies. Reflection can develop through discussion, debates and essays, where chil-dren are encouraged to express their opinions and defend them. Another important aspect of reflection is being able to distinguish appearance from reality, common beliefs from scien-tific knowledge, etc.
In the classroom
Teachers can help students become self-regulated and reflec-tive by providing opportunities:
?To plan how to solve problems, design experiments and read books;
?To evaluate the statements, arguments, solutions to prob-lems of others, as well as of one’s self;
?To check their thinking and ask themselves questions about their understanding— (Why am I doing what I am doing?
How well am I doing? What remains to be done?);
?To develop realistic knowledge of themselves as learners—
(I am good in reading, but need to work on my mathe-
matics);
?To set their own learning goals;
?To know what are the most effective strategies to use and when to use them.
References: Brown, 1975; Boekaerts, Pintrich & Zeidner, 2000; Marton & Booth, 1997.
7.Restructuring prior
knowledge
Research findings
Sometimes existing knowledge can stand in the way of under-standing new information. While this is often the case in the learning of science and mathematics, it can apply to all subject-matter areas. It happens because our current understanding of the physical and social world, of history, of theorizing about numbers, etc., is the product of thousands of years of cultural activity that has radically changed intuitive ways of explaining phenomena. For example, in the area of mathematics, many children make mistakes when they use fractions because they use rules that apply to natural numbers only. Similarly, in the physical sciences, students form various misconceptions. The idea that the Earth is round like a pancake or like a sphere flat-tened on the top happens because it reconciles the scientific information that the Earth is round, with the intuitive belief that it is flat and that people live upon its top. Such misconceptions do not apply only in young children. They are common in high school and college students as well.
In the classroom
What can teachers do to facilitate the understanding of counter-intuitive information?
?Teachers need to be aware that students have prior beliefs and incomplete understandings that can conflict with what is being taught at school.
?It is important to create the circumstances where alterna-tive beliefs and explanations can be externalized and expressed.
?Teachers need to build on the existing ideas of students and slowly lead them to more mature understandings. Ignoring prior beliefs can lead to the formation of misconceptions. ?Students must be provided with observations and experi-ments that have the potential of showing to them that some of their beliefs can be wrong. Examples from the history of science can be used for this purpose.
?Scientific explanations must be presented with clarity and, when possible, exemplified with models.
?Students must be given enough time to restructure their prior conceptions. In order to do this, it is better to design curricula that deal with fewer topics in greater depth than attempting to cover a great deal of topics in a superficial manner.
References: Carretero & Voss, 1994; Driver, Guesne & Tiberghien, 1985; Schnotz, Vosniadou &
Carretero, 1999; Vosniadou & Brewer, 1992.
8.Aiming towards
understanding rather
than memorization
Research findings
All teachers want their students to understand what they are learning and not to memorize facts in a superficial way. Research shows that when information is superficially memorized it is easily forgotten. On the contrary, when something is under-stood, it is not forgotten easily and it can be transferred to other situations (see also the next principle on transfer). In order to understand what they are being taught, students must be given the opportunity to think about what they are doing, to talk about it with other students and with teachers, to clarify it and to understand how it applies in many situations.
In the classroom
How does one teach for understanding? The following are some tasks teachers can carry out in order to promote understanding of the material that has been taught:
?Ask students to explain a phenomenon or a concept in their own words.
?Show students how to provide examples that illustrate how
a principle applies or how a law works.
?Students must be able to solve characteristic problems in the subject-matter area. Problems can increase in difficulty as students acquire greater expertise.
?When students understand the material, they can see simi-larities and differences, they can compare and contrast, and they can understand and generate analogies.
简短优美的英文句子 导读：本文是关于简短优美的英文句子的文章，如果觉得很不错，欢迎点评和分享！ 1、Time and tide wait for no man。时间不等人。 2、He would climb the ladder must begin at the bottom。千里之行始于足下。 3、Money is not everything。There's Mastercard & Visa。钞票不是万能的，有时还需要信用卡。 4、Gratitude is the sign of noble souls。感恩是精神高尚的标志。 5、It takes two to make a quarrel。一个巴掌拍不响。 6、A man is only as good as what he loves。一个人要用他所爱的东西有多好来衡量。 7、Do not teach fish to swim。不要班门弄斧。 8、You never know your luck。命运好坏不由己。 9、Birds of a feather flock together。物以类聚，人以群分。 10、A great man is always willing to be little。伟大的人物总是愿意当小人物的。 11、Good wine needs no bush。酒香不怕巷子深。 12、You're uinique，nothing can replace you。你举世无双，无人可以替代。
13、Accept what was and what is，and you’ll have more positive energy to pursue what will be。接受过去和现在的模样，才会有能量去追寻自己的未来。 14、True mastery of any skill takes a lifetime。对任何技能的掌握都需要一生的刻苦操练。 15、A watched pot never boils。心急喝不了热粥。 16、One for all，all for one。我为人人，人人为我。 17、If you fail，don't forget to learn your lesson。如果你失败了，千万别忘了汲取教训。 18、Bad times make a good man。艰难困苦出能人。 19、He that does what he should not，shall feel what he would not。若做了不应该做的事，则将产生自己所不希望有的感觉。 20、Life is just a series of trying to make up your mind。生活只是由一系列下决心的努力所构成。 21、One thorn of experience is worth a whole wilderness of warning。一次痛苦的经验抵得上千百次的告诫。 22、He who commences many things finishes but a few。样样都搞，完成者少。 23、A bird in the hand is worth two in the bush。手中的一只鸟胜于林中的两只鸟。 24、Success often depends upon knowing how long it will
1 山中访友 教学目标： 知识与技能： 1．有感情地朗读课文，把握文章主要内容，背诵自己喜欢部分。 2．掌握本课8个生字，理解新词意思，摘录好词好句。 3．学习作者运用比喻、拟人、排比、想象来表达感情的方法。 过程与方法： 学习作者善于运用比喻、拟人、想象等手法来抒发情感的方法。 引导学生朗读、模拟当时的情景，跟山中的“朋友”打打招呼，感受语言的魅力，从而积累好的语言。 情感态度和价值观： 感受作者所描写的境界，激发学生类似体验，培养学生热爱自然、亲近自然的美好情感。 教学重点： 感受作者对山里的“朋友”那份深厚的感情。 教学难点： 学习作者运用比喻、拟人、排比、想象来表达感情的方法。 教学方法：教师引导、点拨法 学法指导：自学、交流、深入理解 课型及教学课时： 新授课 2课时 教学过程： 第一课时 课时目标： 1.掌握本课8个生字，理解新词的意思，摘录好词好句。 2.感受作者对山里的“朋友”那份深厚的感情。 教学重点： 掌握本课8个生字，理解新词的意思，摘录好词好句。 教学难点： 感受作者对山里的“朋友”那份深厚的感情。 一、创设悬念，揭示课题 1.同学们平时都有哪些朋友？会去探访你好朋友吗？
2.今天我们一起来学一篇跟朋友有关的特殊的文章，文中的作者要探访的朋友到底是谁呢？ 3.出示课题《山中访友》，学生读题。 二、读通课文，掌握字词 1.初读课文，读准生字的字音，圈出你认为优美的词语并多读几遍。读通课文，了解大概内容。 2.交流生字词的读法，汇报好词，集体品读。 清爽吟诵唱和陡峭挺拔精致奥秘德高望重津津乐道别有深意 3.谁来简单地说说这篇文章的内容？ 三、学习“出门”，感受心情 1.作者轻装上路，读读课文的一、二自然段，感受他当时的心情。（心情好；高兴） 2.你从什么地方可以看出作者当时心情很好？ 出了门，就与微风撞了个满怀，风中含着露水和栀子花的气息。早晨，好清爽！ （1）自由读这句话，感受话中所包蕴着的情意与心情。 （2）理解“与微风撞了个满怀”的写法及所包含韵味。 （3）带着轻松愉悦激动的心情有感情地朗读句子。 不坐车，不邀游伴，也不带什么礼物，就带着满怀的好心情，踏一条幽径，独自去访问我的朋友。 （1）读读这句话，从什么地方最能看出作者好心情？ “满怀”是什么意思？与上一句的“满怀”意思一样吗？平时还可以说什么东西是满怀的？用“满怀______”练习说话。 （2）带着满怀的好心情朗读这句话。 四、再读课文，捕获感知 1.作者带着满怀的好心情出门访友。请同学们再自由地、放声地读读全文，想想作者去山中访问了哪些朋友，他是如何看待这些朋友的？ 2.交流讨论。 五、精读课文，感悟深情 1.请同学们再一次跟随着作者去探访他的那些特殊的朋友。想想从哪些句子可以看出作者跟这些朋友有深厚的感情，可以把你的理解写在句子的旁边。
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六年级语文上册第一单元试卷及答案 班级姓名分数 一、辨字组词（8分） 俯（）府（）暴（）瀑（）区（）考（）躯（）烤（） 二、选择正确字义（8分） 1.优美的音韵．，像灵泉一般流了出来。（）韵：①语音名词；有节奏的声音；风致，情趣 2.小圆虫披着俏丽的彩衣。（）俏：①漂亮，相貌美好；②货物销路好；③方言 3.几十丈高的断壁悬崖拔地而起。（）悬；①高而陡；②凭空设想；③挂，吊在空中 4.它竟然是个庞然大物。（）庞：①大；②杂乱；③面庞，脸盘 三、找词语中的错别字（6分） 斤斤乐道（）别友深意（）德高忘重（）千峰万刃（）浩气长书（）不句一格（） 意味深常（）庞然大物（）行色勿勿（）断壁悬涯（）花色班谰（）反璞归真（） 四、给加点字换意思相近的词（10分） 1.我的目光顺着僻静 ．．（） ．．的小路探索（）2.蜥蜴好像忘记了旅途的劳倦 3.远处，一只不知名的小鸟儿开始啼啭起来，仿佛在倾吐浴后的欢悦 ．．（） 4.深深的峡谷衬托着你挺拔 ．．着那水中的人影.鱼影.月影。（） ．．的身躯。（）5.你弓着腰，俯身凝望 五、选填关联词（12分） 只有……才……如果……就……不是……而是……即使……也…既然……就……因为……所以…… 1.索溪峪的山（）一峰独秀，（）千峰万仞。 2.（）仔细倾听，（）能感受到山雨的奇妙无比。 3.（）风中含着露水的栀子花的气息，（）让人感到清爽。 4.（）你是文静的姑娘，在这儿（）变“野”了。 5.（）来到山中，（）要好好欣赏美景。 6.（）你置身大自然，（）可以跟大自然进行心灵对话。 六、按要求写句子（14分） 1.我站立之处成了看雨的好地方，谁能说这不是天地给我的恩泽？（改肯定句） 2.雨悄悄地停了。风也屏住了呼吸。（把两句话用关联词合成一句） 3.《草虫的村落》这篇课文的作者是郭枫写的。（修改病句） 4.造物无言却有情，_______________________。（把句子补充完整） 5.甲虫振着翅膀。（改拟人句） 6.我看到了它蕴含的生命的奥秘。（改设问句） 7.雪白的细亚麻布上绣着血色的梅花。（缩句） 七、写出下列句子的修辞手法（5分） 1.这是土地的呼吸，土地的脉搏，土地的心声，这就是我们可以信赖的朋友。（） 2.山野静的快叫人窒息了。（） 3.山雨像一曲无字的歌谣。（） 4.这山中的一切，哪个不是我的朋友？（） 5.啊，老桥，你如一位德高望重的老人，在这涧水上站了几百年了吧？（） 八、阅读短文，回答问题（17分） 山村的路 我一直生活在县城，乡村是个什么样，很少了解，记忆中仿佛只去过一次九里乡。九里乡的一切都使我感到新奇有趣。就连那朴实的庄稼人踏出的路，也给我留下了深深的印象。 一进山，我们便被淹没（mòméi）在幽幽的绿林中了，辨不出东南西北，只有那脚下弯弯的.干净得发白的小路带着我们往前走。它像一条窄窄的带子飘绕在山中，两侧碧绿的野草似乎很懂规矩地让开了一条缝，让白带子正好落在缝上。山路很平，我想倘若打着赤脚在上面走的话，一定比在水磨石地板上走还要舒服一百倍。
优美英语句子摘抄 The fact is that the world is out of everyone's expectation. But some learn to forget, but others insist. 事实上，这个世界不符合所有人的梦想。只是有人可以学会遗忘，有人却坚持。 No matter how cruel the destiny treats one with tribulation and misfortune, it will correspondingly treat him with happiness and sweetness. Even if the happiness is short and false, it's enough to light up the whole future life. 无论命运以怎样残忍的方式赐予一个人以磨难和不幸，但仍会相应地赐予他幸福与甜蜜，即使这幸福是如此短暂与不真实，也足以照亮他今后整个暗淡的人生。 I love you not because of who you are, but because of who I am with you. 我爱你，不是因为你是一个怎样的人，而是因为我喜欢与你在一起的感觉．No man or woman is worth your tears,and the one who is, won't make you cry. 没有人值得你流泪，值得你这么做的人不会让你哭泣． The worst way to miss someone is to be sitting right beside them knowing you can't have them. 失去某人，最糟糕的莫过于，他近在身旁却犹如远在天边． To the world you may be one person, but to one person you may be the world . 对于世界而言，你是一个人；但是对于某个人，你是他的整天世界． Don't waste your time on a man/woman, who isn't willing to waste their time on you. 不要为那些不愿在你身上花费时间的人而浪费你的时间．
1'm nice.I don't quarrel and never show off.No grievance,no sneer and no need to be noticed.我很好，不吵不闹不炫耀，不要委屈不要嘲笑，也不需要别人知道。 2If two people are meant to be together, eventually they will find their way back. 如果两个人注定在一起，最终他们总会找到重温旧梦的路。 3Brave do yourself, don't change for anyone. If they cannot accept the worst you, also do not deserve the best you. ------- 勇敢的做自己，不要为任何人而改变。如果他们不能接受最差的你，也不配拥有最好的你。 4Meeting you was fate, becoming your friend was a choice, but falling in love with you was beyond my control. ------ 遇见你是命运的安排，成为了朋友是我的选择，而爱上你是我无法控制的意外。 5Grasp the happiness around it, don't let it slip away. 把握身边的幸福吧，不要让它擦肩而过。 6Being single means you’re strong and patient enough to wait for someone who deserves your worth! ------单身意味着你有足够的坚强和耐心，去等待那个值得拥有你的人！ 7I love three things in this world, the sun ,the moon and you. The sun for the day, the moon for the night, and you for ever.我爱三样世间之物，太阳、月亮和你。太阳是白昼，月亮是夜晚，而你是永远。 8Remember what should be remembered, and forget what should be forgotten.Alter what is changeable, and accept what is mutable. 记住该记住的，忘记该忘记的。改变能改变的，接受不能改变的。 9In life we all have an unspeakable secret, an irreversible regret, an unreachable dream and an unforgettable love. ------ 人的一生，都有一些说不出的秘密，挽不回的遗憾，触不到的梦想，忘不了的爱。 10Having a pretty face is attractive but having a beautiful personality is the "Main attraction"——有一张漂亮的脸蛋很吸引人，但有一颗美好的心灵才是最大的亮点。 11：When I was a child, it seemed that happiness was very simple. As an adult, simplicity is the essence of happiness. 小时候，幸福——是件很简单的事；长大后，简单——是件很幸福的事。 12Brief is life, but love is long.生命虽短，爱却绵长。 13If a man urge me to tell wherefore I love him, I feel that it can not be expressed but by answering, "Because it was he, because it was myself." ------ 如果有人问我为什么爱他，我觉得我只能如此回答：“ 因为是他，因为是我。”
1.诗经·采薇（节选） 昔我往矣，杨柳依依。 今我来思，雨雪霏霏。 解词：昔：从前。矣：语气助词。依依：形容树枝柔弱，随风摇摆的样子。 思：语气助词。霏霏：雪花飞舞的样子。 诗意：回想当年我出征时，正值春天，微风吹拂着柔嫩的柳枝。如今归来之日，已是满天飞雪的冬天。 2.春夜喜雨 好雨知时节，当春乃发生。 随风潜入夜，润物细无声。 野径云俱黑，江船火独明。 晓看红湿处，花重锦官城。 解词：乃：就。发生：催发植物生长。潜：暗暗地，悄悄地。润物：使植物受到雨水的滋养。野径：乡间小路。晓：天刚亮的时候。花重：花因沾着雨水，显得饱满沉重的样子。锦官城：成都的别称。 诗意：及时的好雨像知道时节似的，当春天到来的时候就飘飘洒洒地下起来，催发植物生长。春雨伴着春风悄悄地在夜晚下起来，无声地滋润着春天的植物。雨意正浓，田野与天空一片昏黑，唯有江边船上的一点渔火放射出一线光芒，显得格外明亮。早晨起来，那潮湿的泥土上一定满是红色的花瓣，成都的大街小巷必将是一片万紫千红。 3.西江月·夜行黄沙道中 明月别枝惊鹊，清风半夜鸣蝉。稻花香里说丰年，听取蛙声一片，七八个星天外，两三点雨山前。旧时茅店社林边，路转溪桥忽见。 解词：西江月：词牌名。黄沙：黄沙岭，在江西上饶的西面。别枝惊鹊：惊动喜鹊飞离树枝。社林：土地庙附近的树林。见：同“现”。 诗意：明月升上树梢，惊动了喜鹊飞离树枝，清风习习，入夜，有蝉在不时地鸣叫。空气中散发着稻花的香味，人们谈论着丰收的年景，耳边传来一阵阵青蛙的叫声。天空中轻云飘拂，闪烁的星星时隐时现，山间细雨微洒。从前曾经游过的茅舍小店依然坐落在土地庙附近的树林边，山路忽然一转，那曾经熟悉的小桥、溪流突然呈现在眼前。 4.天净沙·秋 孤村落日残霞，轻烟老树寒鸦，一点飞鸿影下。青山绿水，白草红叶黄花。 解词：天净沙：曲牌名。飞鸿影下：雁影掠过。 诗意：夕阳西下，天边留下一抹残存的晚霞，在孤零零的山村上空升起了缕缕炊烟，落光了叶子的老树上，栖息着几只乌鸦，天空中掠过一只大雁。远处是一片青山绿水，其间是白草、红叶、黄花，好一幅色彩绚丽的秋景图。 伯牙绝弦 伯牙善鼓琴，钟子期善听。伯牙鼓琴，志在高山，钟子期曰：“善哉，峨峨兮若泰山！”志在流水，钟子期曰：“善哉，洋洋兮若江河！”伯牙所念，钟子期必得之。子期死，伯牙谓世再无知音，乃破琴绝弦，终身不复鼓。 注译 绝：断绝若：像~~一样。弦：在这里读作“闲”的音。 善：擅长，善于。洋洋：广大。 鼓：弹。念：心里所想的。 志在高山:心里想到高山。必：一定，必定。 哉:语气词,表示感叹也表示"啊"的意思。之：他。谓：认为。 峨峨:高。知音：理解自己心意，有共同语言的人。 兮:语气词，相当于“啊”。乃：就。复：再,又。 译文：伯牙擅长弹琴，钟子期擅长倾听。伯牙弹琴的时候，心里想到巍峨的泰山，钟子期听了赞叹道：“好啊！这琴声就像巍峨的泰山！”伯牙弹琴时，心里想到澎湃的江河，钟子期赞叹道：“好啊，这琴声宛如奔腾不息的江河！”无论伯牙想到什么，钟子期都能准确地说出他心中所想的。钟子期去世后，伯牙认为世界上再也
优美经典英语句子 导读：本文是关于句子大全的文章，如果觉得很不错，欢迎点评和分享！ 1、在遇见了你之后，我才知道有一种爱逾越了生死。 After meeting you, I learned that there is a love beyond life and death. 2、你给我一滴眼泪，我就看到了你心中全部的海洋。 You give me a tear and I see all the ocean in your heart. 3、陌生到熟悉，再从熟悉变陌生，不止是回到原点。 From strangeness to familiarity, and then from familiarity to strangeness, not only to return to the origin. 4、有些路，无论繁华与落寞注定都要一个人走。 Some roads, whether prosperous or lonely, are destined to go alone. 5、一些事，只配当回忆。一些人，只能做过客。 Some things are just memories. Some people can only be visitors. 6、假如有一天我们不在一起了，也要像在一起一样。 If one day we are not together, we should be together. 7、毕业了，真的就这样，也就是这样，也只有这样! Graduated, really like this, that is, only like this!
六年级上册语文日积月累 第一单元: 落红不是无情物，化作春泥更护花。 (龚自珍) 造物无言却有情，每于寒尽觉春生。 (张维屏) 今夜偏知春汽暖，虫声新透绿窗纱。 (刘方平) 此夜曲中闻折柳，何人不起故园情。 (李白) (陈与义) 卧看满天云不动，不知云与我俱东。 不是花中偏爱菊，此花开尽更无花。 (元缜) 第二单元: 我们爱我们的民族，这是我们自信心的源泉。 (周恩来) 我是中国人民的儿子，我深情的爱着我地祖国和人民.(邓小平) 唯有民族是值得宝贵的，唯有它发扬起来，中国才有新进步 (鲁迅) 我爱我的祖国，爱我的人民，离开了她，离开了他们，我就无法生存，更无法写作。(巴金) 第三单元: 轻诺必寡信。《老子》 民无信不立。《论语》 不精不诚，不能动人。《庄子》 诚者，天之道也;诚之者，人之道也。《礼记》 《原氏世范》有所期诺，纤毫必偿;有所期约，时刻不易。 第四单元: 善待地球就是善待自己。 拯救地球就是拯救未来。 但存方寸地，留与子孙耕。
有限的资源，无限的循环。 珍惜自然资源，共营生命绿色。 第五单元: 横眉冷对千夫指，俯首甘为孺子牛。《自嘲》 其实地上本没有路，走的人多了，也便成了路。《故乡》我好像一只牛，吃的是草，挤出来的是奶、血。许广平《欣慰的纪念》时间就是性命，无端空耗别人的时间，其实就是无异于谋财害命的《门外文谈》只看一个人的著作，结果是不太好的:你就得不到多方面的优点。必须如蜜蜂一样，采过 许多花，才能量出蜜来。倘若叮在一处，所得就非常有限，枯燥了。《致颜黎民》 第七单元: 马诗李贺 大漠沙如雪，燕山月似钩。何当金络脑，快走踏清秋。 第八单元: 雕梁画栋巧夺天工独具匠心引人入胜古色古香余音绕梁不落窠臼雅俗共赏 美不胜收脍炙人口曲高和寡妙笔生花阳春白雪笔走龙蛇不同凡响别具一格
50句优美英语句子 导读：本文是关于句子大全的文章，如果觉得很不错，欢迎点评和分享！ 1、你永远也不晓得自己有多喜欢一个人，除非你看见他和别的人在一起。 You never know how much you like a person unless you see him with someone else. 2、关于距离，最害怕的就是你不知道那个人是在想念你还是已经忘了你。 The most frightening thing about distance is that you don't know whether that person is missing you or has forgotten you. 3、我看到和听到了各种人的故事，见得越多，听得越多，我越理解无常。 I see and hear stories of all kinds of people. The more I see and hear, the more I understand impermanence. 4、面对烦乱的生活，能保持一份淡然和从容，本身就是一种生活的无畏。 Faced with the chaotic life, can maintain a calm and calm, itself is a kind of life fearlessness. 5、看你笑一次，我就可以高兴好几天；可看你哭一次，我就难
过了好几年。 If you laugh once, I can be happy for several days, but if you cry once, I will be sad for several years. 6、流云千丈堪醉卧，是谁月下独酌。浮生谁能一笑过，明灭楼台上灯火。 Liuyun is so drunk that it is who drinks alone under the moon. Who can laugh at a floating life and extinguish the lights on the balcony? 7、如果你觉得我是不会喜欢破洞牛仔裤的人，那只能说明你还不了解我。 If you think I don't like people with holes in jeans, that only means you don't know me. 8、人从自己的哭声中醒来，在别人的哭声中死去，而中间的过程叫幸福。 People wake up from their own cries and die from the cries of others, and the process in the middle is called happiness. 9、你笑一次，我就可以高兴好几天；可看你哭一次，我就难过了好几年。 If you laugh once, I can be happy for days; but if you cry once, I will be sad for years. 10、如果你还是忘不了那个伤你最深的人，那你就永远看不到
六年级上册语文第一单元 德高望重：品德高尚，名望很大。 波光明灭：水波反射出来的光一闪一闪的，忽明忽暗。 津津乐道：很感兴趣地谈论。津津：形容有滋味，有趣味。 飘然而起：课文中形容山雨飘飘洒洒地下了起来。 熙熙攘攘：形容人来人往、喧闹纷杂的样子。 意味深长：含义深远，耐人寻味。 庞然大物：形容大而笨重的东西。现在也形容表面上强大，实际上软弱的人和物。 全神贯注：全副精神高度集中。贯：穿，贯通。 行色匆匆：形容匆忙赶路的神态。行色：动身时的神态或情景等。 悠悠忽忽： 1、悠闲懒散。 2、神志恍惚。 拨地而起：形容山峰、建筑物等陡然矗立在地面上的样子。拔：突出，高出。 望而生畏：一见之下就产生了畏惧心理。畏：畏惧。 千峰万仞：指山峰很多很高。仞：古代八尺或七尺叫做一仞。 绵亘蜿蜒：课文中形容索溪峪的千万座山峰曲折延伸，绵延不断的样子。 亘：连续不断。 浩气长舒：形容浩然的正气不断地产生。浩：盛大。 不拘一格：不局限于一种规格与标准。 旁逸斜出：课文中指索溪峪有的山峰是从旁边斜着长出来的。逸：超过一般。 婷婷玉立：形容女子身材修长或花木等形态挺拔。婷婷：形容人或花木美好。 窈窕淑女：美丽而又贤淑的女子。窈窕：娴静的样子。淑：温和善良。 难以言状：课文中指猴子对游人亲热的样子是很难用语言来描述的。状：形状，样子。年过花甲：指人的年龄超过了60 岁。花甲：指 60 岁。 返璞归真：去掉外在的装饰，恢复原来的质朴状态。 六年级上册语文第二单元 悬崖峭壁：形容陡峭的山崖。峭：指山又高又陡。 食不下咽：课文中指作者因母亲的去世而伤心得吃不下饭。咽：吞食。 狂风怒号：大风刮得像发怒一样号叫。怒：愤怒，发怒：号：号叫。 寝不安席：课文中指作者因母亲的去世而悲痛得睡不着觉。寝：睡觉。安：安心地，安定地。席：席子。 终天之恨：到死的时候还不能消除的遗憾。终天：终身。 频来入梦： ( 人或事 ) 多次地进入到梦中来。频：屡次，连续几次。 可见一斑：从一点可以推知全貌。一斑：指豹身上的一块斑纹。 比喻相类似的许多事物中很小的一部分。 心潮腾涌：比喻心情、思绪不平静，如潮水般翻滚急流。 碧空如洗：蔚蓝色的天空如同被水洗过了一般澄澈透明。碧：青绿色。 水落石出：水落下去，石头就露出来。比喻事情的真相彻底显露。近义词：真相大白。安居乐业：居住安定，乐于从事自己的职业。安：使安定。乐：乐于。 苍苍茫茫：形容草原等空、旷、远。 百折不回：无论受多少挫折都不退缩，形容意志坚强。 比翼联翩：形容鸟儿翅膀挨着翅膀；连续不断地飞翔的姿态。比，紧靠，挨着。 竞相开放： ( 花儿等 ) 互相争着盛开。竞：竞争，竞赛。 牙牙学语：形容婴儿咿咿呀呀地学大人说话的神情。牙牙：象声词，摹拟婴儿学说话。
一、Where there is life, there is hope.有生命必有希望。 二、The best preparation for tomorrow is doing your best today.对明天做好的准备就是今天做到最好! 三、I never cut class. I loved getting A’s, I liked being smart. I liked being on time. I thought being smart is cooler than anything in the world.我从来没有逃过课。我喜欢得到A，我喜欢做个聪明的人。我喜欢准时。我认为聪明比世界上任何事情都酷。 四、Burnt child dreads the fire.一朝被蛇咬，十年怕井绳。 五、Like knows like.惺惺相惜。 六、Action speak louder than words.行动胜于言语! 七、Together, we can help make sure that every family that walks into a restaurant can make an easy, healthy choice.团结起来，我们就可以帮助确保每个进入餐厅的家庭都能做出简单、健康的选择。 八、The unexamined life is not worth living. -- Socrates混混噩噩的生活不值得过。 -- 苏格拉底 九、Believe not all that you see nor half what you hear.眼见的不能全信，耳闻的也不能半信。 十、Difficult circumstances serve as a textbook of life for people.困难坎坷是人们的生活教科书。 十一、Blood is thicker than water.血浓于水。 十二、Like a rat in a hole.瓮中之鳖。 十三、Knowledge makes humble, ignorance makes proud.博学使人谦逊，无知使人骄傲。 十四、Be slow to promise and quick to perform.不轻诺，诺必果。 十五、Blind men can judge no colours.不宜问道於盲。 十六、None is of freedom or of life deserving unless he daily conquers it anew. -Erasmus只有每天再度战胜生活并夺取自由的人，才配享受生活的自由。 十七、Bring up a raven and he'll pick out your eyes.养虎贻患。
一、1、山中访友 三、1、为加点字选择正确的读音 唱和．(hèhé) 树冠．(ɡuānɡuàn)旋转．(zhuàn zhuǎn) 蕴．含(yùn wēn) 湛．蓝（zhàn shèn）栀．子（zhīzī） 2、根据解释写出相应的词语。 （1）隐蔽、僻静的小路 ( 幽径 ) （2）道德高，名望重。（德高望重） （3）很感兴趣地谈论。（津津乐道） （4）水波忽明忽暗的样子。（波光明灭） 3、填入下面横线处的句子，与上下文衔接最恰当的一组是（A）去年夏天， 我在杭州一所疗养院里休养。江岸后面是起伏的山. 峦和绵延不断的树林。①这儿的景色真是美极了！②那儿的景色真美！③六和塔静静地矗立在钱塘江边，④六和塔在钱塘江边静静地矗立着，⑤帆影点点的江面上碧波粼粼，⑥江面上帆影点点，碧波粼粼，Ａ．②③⑥Ｂ．①④⑤Ｃ．②③⑤Ｄ．①④⑥4、读句子，体会句子的表达方法和感情 （1）啊，老桥，你如一位德高望重的老人。 ☆这个句子用了比喻的修辞手法，把“老桥”比作“一位德高望重的老人”，不但写出了桥的古老，而且也突出了它默默无闻为大众服务的品质，充分表达了作者对桥的赞美和敬佩。 （2）走进这片树林，鸟儿呼唤我的名字，露珠与我交换眼神。 ☆这个句子用拟人的手法，形象地表达了自己和鸟儿、露珠这两位朋友间的默契和情谊。
（3）我脚下长出的根须，深深扎进泥土和岩层；头发长成树冠，胳膊变成树枝，血液变成树的汁液，在年轮里旋转、流淌。 ☆这是作者走进树林，靠在一棵树上产生的联想。从中，我们真切地感受到作者与树之间的那种“知己”情谊，那种走进大自然物我相融的境界。 这山中的一切，哪个不是我的朋友？我热切地跟他们打招呼：你好，（清凉）的山泉！你捧出一面明镜，是要我重新梳妆吗？你好，（汩汩）的溪流！你吟诵着一首首小诗，是邀我与你唱和吗？你好，（飞流）的瀑布！你天生的金嗓子，雄浑的男高音多么有气势。你好，（陡峭）的悬崖！深深的峡谷衬托着你挺拔的身躯，你高高的额头上仿佛刻满了智慧。你好，（悠悠）的白云！你洁白的身影，让天空充满宁静，变得更加湛蓝。喂，（淘气）的云雀，叽叽喳喳地在谈些什么呢？我猜你们津津乐道的，是飞行中看到的好风景。 1、按原文在括号中填入恰当的形容词。 2、选文采用排比、拟人的修辞手法，依次写了山泉、溪流、 瀑布、悬崖、白云、云雀等景物，表达了作者热爱大自然的感情。 3、文中划线的句子是（反问）句，请将它变为陈述句。 这山中的一切，全都是我的朋友。 4、文段中的人称有什么变化，这样的变化有什么好处？ 由第三人称变为第二人称；用第二人称，似面对面的倾诉，更亲切自然，更利于抒发强烈的感情。 3、草虫的村落 1、辨字组词 俏（俊俏）庞（庞大）烤（烧烤）巷（小巷）谥（谥号）
英语经典优美的句子 But if the while I think on thee, dear friend, all losses are restored, and sorrows end. 只要我一想起你，亲爱的人，所有的失落和遗憾烟消云散。 Don’t waste your time on a man/woman, who isn’t willing to waste their time on you。不要为那些不愿在你身上花费时间的人而浪费你的时间。 Grief and tragedy and hatred are only for a time. Goodness, remembrance and love have no end.忧伤、悲痛、仇恨只是短暂的感觉，而善良、记忆和爱却是永久的情愫。 I dropped a tear in the ocean, and when i find it thats the day i will stop loving you.我的一颗眼泪掉进了海洋，当我找到它的那一天就是我停止爱你的那一天。 I feel happy at times we have had angry words but these have been kissed away. 我们生气争执时，爱的双唇把它们吻得无影无踪，我的心也顿觉甜蜜。 I sit at my window this morning where the world like a passer-by stops for a moment, nods to me and goes. 我今晨坐在窗前，世界如一个路人似的，停留了一会，向我点点头又走过去了。 If i could only be with you in my dreams ,baby, well ... 1 / 2
义务教育课程标准实验教科书《语文》六年级（上）第一组 1山中访友 2*山雨 3草虫的村落 4*索溪峪的“野” 词语盘点 口语交际?习作一 回顾?拓展一 第二组 5詹天佑 6怀念母亲 7*彩色的翅膀 8*中华少年 词语盘点 口语交际?习作二 回顾?拓展二 第三组 9穷人 10别饿坏了那匹马 11唯一的听众 12* 用心灵去倾听 词语盘点 口语交际?习作三 回顾?拓展三 第四组 13只有一个地球 14* 大瀑布的葬礼 15这片土地是神圣的 16* 青山不老 词语盘点 口语交际?习作四 回顾?拓展四 第五组 17少年闰土 18我的伯父鲁迅先生 19* 一面 20* 有的人 词语盘点 口语交际?习作五 回顾?拓展五 第六组 诗海拾贝 诗经?采薇（节选）
春夜喜雨 西江月?夜行黄沙道中 天净沙?秋 天上的街市 白桦 与诗同行 我们去看海 致老鼠 爸爸的鼾声 给诗加“腰” 诗中的“秋” 第七组 21老人与海鸥 22* 跑进家来的松鼠 23最后一头战象 24* 金色的脚印 词语盘点 口语交际?习作七 回顾?拓展七 第八组 25伯牙绝弦 26月光曲 27* 蒙娜丽莎之约 28* 我的舞台 词语盘点 口语交际?习作八 回顾?拓展八 选读课文 林海 祖国，我终于回来了 小抄写员 鹿和狼的故事 军神 我们的方阵 军犬黑子 看戏 生字表 1《山中访友》教学设计 学习目标 1．有感情地朗读课文，把握文章主要内容，背诵自己喜欢的部分。 2．感受作者所描写的境界，激发学生类似体验，培养学生热爱自然、亲近自然的美好情感。3．学习作者善于运用比喻、拟人、想象等手法来抒发情感的方法。 4．掌握本课8个生字，理解新词的意思，摘录好词好句。
优美的英语小短句 导读：本文是关于优美的英语小短句，如果觉得很不错，欢迎点评和分享！ 1、雨停了，云出来了。爱情也在翘首盼望着。 The rain stopped and the clouds came out. Love is also looking forward to. 2、在黑暗中我也要学会坚强，等时间来抚慰我的伤。 In the dark, I also need to learn to be strong and wait for time to comfort my wounds. 3、不做谁的替代品，更不可能是消遣。 Not to be a substitute for anyone, much less a pastime. 4、人人口中的真爱。只不过是人们向往的一个梦。 True love in every human being. It's just a dream people yearn for. 5、不可压倒一切，但你也不能被一切压倒。 Don't overwhelm everything, but you can't overwhelm everything. 6、谢谢你，当初的甜言蜜语，全靠你，造就百毒不侵的我。 Thank you, the original sweet words, all rely on you, to create a hundred poisons do not invade me. 7、我不是小浣熊，玩不出你的其乐无穷。
I'm not a raccoon. I can't play with you. 8、我再也不会奋不顾身的去爱一个人了，哪怕是你。 I will never love a person regardless of myself, even if it is you. 9、爱你，就尊重你的选择，即使你选择离开。 Love you, respect your choice, even if you choose to leave. 10、若不是你很像她，我想我就不会爱上你。 If you weren't very much like her, I don't think I would fall in love with you. 11、下一个承诺就是为了这个承诺来找借口。 The next commitment is to make excuses for that commitment. 12、不爱你的人，你感动他一百遍也没用啊。 It's no use touching someone who doesn't love you a hundred times. 13、下次请记住，不要再拿你的脾气来挑战我的个性！ Next time, remember, don't challenge my personality with your temper! 14、我以为笑代表快乐，所以我拼命的笑。 I thought that laughter represented happiness, so I tried my best to laugh. 15、我不愿做替代品，却又做的那么心甘情愿。
人教版六年级语文上册知识点归纳 第一单元知识要点 一、形近字 激（激动）暴（暴露）律（纪律） 邀（邀请）瀑（瀑布）津（津津乐道） 俏（俏丽）巷（巷子）龙（巨龙） 峭（陡峭）港（香港）庞（庞大） 辩（辩论）拷（拷问）漆（漆黑） 辨（辨别）烤（烤干）膝（膝盖） 烘（烘烤）峡（峡谷） 供（供应）侠（侠客） 二、解析课文、语句 《山中访友》是一篇构思新奇、富有想象力、充满好奇心的散文。作者“带着满怀的好心情”，走进山林，探访山中的“朋友”，与“朋友”互诉心声，营造了一个如诗如画的世界，表达了对大自然的热爱之情。 1、作者为什么把进山看风景说成是“山中访友”？ 作者之所以将古桥、树木、山泉、小溪、白云、瀑布……这些自然景物看成是自己的“山中朋友”，将进山看景，说成是“山中访友”，是为了表达自己对大自然的热爱之情。 2、“那座古桥，是我要拜访的第一个老朋友。德高望重的老桥，你在这涧水上站了几百年了？这句话由第三人称变为第二人称；用第二人称，似面对面的倾诉，更亲切自然，更利于抒发强烈的感情。 3、啊，老桥，你如一位德高望重的老人。 把“老桥”比喻为“一位德高望重的老人”，不但写出了桥的古老，而且也突出了它默默无闻为大众服务的品质，充分表达了作者对桥的赞美和敬佩。
4、“走进这片树林，每一棵树都是我的知己……我闭上眼睛，我真的变成了一棵树，脚长出根须，深深扎进泥土和岩层，呼吸地层深处的元气，我的头发长成树冠，我的手变成树枝，我的血液变成树汁，在年轮里旋转、流淌。” 本段文字作者运用想象手法，将自己写成一棵树，这充分表现作者与树木融为一体，与自然融为一体，热爱自然的感情。 《草虫的村落》是一篇散文，它在表达上颇具特色。充分发挥丰富的想象，运了用拟人、比喻等修辞手法，将一个草虫世界生动地展现在大家面前。作者以奇异的想象，追随着一只爬行的小虫，对草虫的村落作了一次奇异的游历，从中反映了作者对大自然、对小生物的喜爱之情。 《索溪峪的“野”》题目中的“野”意思是“野性的”，是天然的、自然的意思。作者认为索溪峪的美就在于它的“野”；它的野体现在四个方面：山是野的，水是野的，动物是野的，人也变“野”了。本文围绕索溪峪的“野”，依次描绘了那儿的山、水、野物及人的“野”，体现了一种天然之美。表达了作者对索溪峪自然景色的无比喜爱和轻松愉快的心情。 三、必背内容 1、文学常识 《山中访友》作者李汉荣，著名诗人、散文家； 《山雨》作者是赵丽宏；《草虫的村落》作者郭枫著名诗人、作家；《索溪峪的“野”》作者曹敬庄，作家、教授，编有《现代散文精选》。 2、日积月累 落红不是无情物，化作春泥更护花。《己亥杂诗》龚自珍 造物无言却有情，每于寒尽觉春生。《新雷》张维屏 今夜偏知春气暖，虫声新透绿窗纱。《月夜》刘方平 此夜曲中闻折柳，何人不起故园情。《秋夜洛城闻笛》李白 卧看满天云不动，不知云与我俱东。《襄邑道中》陈与义 不是花中偏爱菊，此花开尽更无花。《菊花》元稹