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一次去外校听课。是七年级的一堂语文课,课文题目叫《生命的意义》,节选自苏联作家奥斯特洛夫斯基所著的《钢铁是怎样炼成的》一书。按理说,这堂课应该上得很实在,因为文中的主人公保尔双腿残疾,眼睛也几乎失明,他正承受着有生以来最大的精神痛苦。他来到烈士陵园,看到了那些他所熟悉的与不熟悉的战友的坟墓,心潮起伏,坐在园中的长椅上,他开始了“生命有什么意义”的沉重思考。节选部分,人物的动作描写生动传神,心理刻画细致入微,环境描写对人物的心理揭示也发挥了很大的作用。但教者似乎对这些很“语文味”的东西非常不屑,在课堂上,他设计了这样几个问题:
Once outside the school to attend classes. Is a seventh-grade language lesson titled “The Meaning of Life,” excerpted from the book “How Steel is Made” by Soviet writer Ostrovsky. Logically speaking, this lesson should be very real, because the text of the main character Paul legs disabled, his eyes are almost blind, he is suffering from the greatest mental pain in life. He came to the cemetery of martyrs and saw the tomb of his familiar and unfamiliar comrades. With his ups and downs, sitting on a bench in the garden, he began to think deeply about “what does life mean?” Excerpts of the part, the vivid description of the action of the characters, meticulous portrayal of the psychological description of the psychological description of the characters also played a significant role. However, the teacher seems to be very disdainful of these very “sweet smells”. In the classroom, he devised several questions: