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<p><strong>作文學(xué)習(xí)心得之三人行必有我?guī)?/strong></p><p>作文學(xué)習(xí)心得之三人行必有我?guī)?/p><p>孔子曰：三人行，必有我?guī)熝�。意在告訴我們，每個(gè)人都有值得我們學(xué)習(xí)的地方。</p><p>孔子說(shuō)的這句話用在我作文學(xué)習(xí)上再合適不過(guò)了。因?yàn)樽魑氖俏艺Z(yǔ)文學(xué)習(xí)中的短板，所以我從暑假開(kāi)始仿寫(xiě)高老師博客上的文章。</p><p>一次，我讀到了一篇江杰寫(xiě)的名叫《財(cái)富》的作文，主要寫(xiě)了一個(gè)老人賣幸福，可他只賣給最富有的人。老人沒(méi)有把財(cái)富賣給學(xué)者、大款，而是賣給了一個(gè)擁有愛(ài)的小孩。</p><p>這篇文章構(gòu)思十分精巧。文章為了對(duì)比出“愛(ài)才是最大財(cái)富”這一主題，先寫(xiě)了學(xué)者、大款（代表著知識(shí)、金錢）它們不是最富有的人，從而突出了擁有愛(ài)才是最幸福的。文章描寫(xiě)很少，但線索始終沒(méi)斷，那就是“幸福”的不同層面的展現(xiàn)與老人心理的逐漸失望。所以全文結(jié)構(gòu)緊湊，渾然一體。我認(rèn)為我以后在作文中也應(yīng)當(dāng)多用一些對(duì)比。對(duì)比總是很容易讓人明白你所要表達(dá)的意思。還有，應(yīng)當(dāng)多一些重復(fù)詞語(yǔ)，或不斷點(diǎn)題，一唱三嘆，那樣會(huì)使文章更加連貫，緊湊。比如：在第一段寫(xiě)上“這就是我難忘的一件事”，第七段又寫(xiě)“這件事我一直記憶猶新”，結(jié)尾寫(xiě)“阿！這件事我想我將永生難忘�！边@樣會(huì)使文章讓讀者讀起來(lái)更清晰。</p><p>不過(guò)要說(shuō)描寫(xiě)，還是應(yīng)當(dāng)說(shuō)說(shuō)李紀(jì)倫寫(xiě)得《習(xí)慣》了。</p><p>這篇文章細(xì)節(jié)描寫(xiě)十分豐富，多處運(yùn)用了環(huán)境描寫(xiě)。比如：“沒(méi)有農(nóng)家的燈光，寂靜得可怕，”這句話看似說(shuō)環(huán)境，其實(shí)體現(xiàn)了作者害怕的心理。我的作文正缺少這些，所以每次的作文環(huán)境描寫(xiě)總被老師刪掉。</p><p>我認(rèn)為以后在作文當(dāng)中應(yīng)多一些環(huán)境描寫(xiě)，比如：在害怕時(shí)寫(xiě)一寫(xiě)寒風(fēng)颯颯；在高興時(shí)寫(xiě)一寫(xiě)陽(yáng)光明媚；在迷茫時(shí)寫(xiě)一寫(xiě)大霧彌漫；在傷心時(shí)寫(xiě)一寫(xiě)烏云漫天。這樣會(huì)使文章豐富多彩，更加充實(shí)。三人行必有我?guī)�，我�?jiān)信這個(gè)道理。</p><p>擴(kuò)展閱讀：<strong>三人行必有我?guī)?/strong></p><p></p><p>三人行必有我?guī)?/p><p>[摘要]小組合作學(xué)習(xí)是以小組活動(dòng)為主體而進(jìn)行的一種教學(xué)活動(dòng)。它把全班學(xué)生按一定的方法平均分成若干個(gè)“組間異質(zhì)、組內(nèi)同質(zhì)”的小組。教學(xué)過(guò)程的大部分環(huán)節(jié)都以小組活動(dòng)為核心。并以小組的總體成績(jī)以及全體的表現(xiàn)作為評(píng)價(jià)和獎(jiǎng)勵(lì)的依據(jù)。小組合作學(xué)習(xí)是以“組內(nèi)合作、組間競(jìng)爭(zhēng)”為宗旨，將傳統(tǒng)的教學(xué)與師生之間單向或雙向交流改變?yōu)閹熒g的多向交流。[關(guān)鍵詞]小組合作交流小學(xué)語(yǔ)文</p><p>[中圖分類號(hào)]g426[文獻(xiàn)標(biāo)識(shí)碼]a[文章編號(hào)]1006-5962（201*）03（a）-0183-01</p><p>隨著科學(xué)技術(shù)的迅猛發(fā)展和信息社會(huì)的到來(lái)，未來(lái)社會(huì)越來(lái)越注重個(gè)人能否與他人協(xié)作共事，能否有效地表達(dá)自己的見(jiàn)解，能否概括與吸收他人的意見(jiàn)等，培養(yǎng)學(xué)生團(tuán)結(jié)、協(xié)調(diào)的群體合作精神顯得很重要。1.存在誤區(qū)</p><p>但在教學(xué)過(guò)程中，由于一些措施不當(dāng)，也存在著以下幾種誤區(qū)：1.1臨時(shí)性</p><p>小組形式松散，任務(wù)比較單純，組織不甚健全，一般沒(méi)有獎(jiǎng)勵(lì)等配套措施。每當(dāng)上公開(kāi)課，教師常采用此種形式，以活躍課堂氣氛。1.2壟斷性</p><p>小組討論常為教師所控制，參與學(xué)習(xí)者多為優(yōu)等生，學(xué)業(yè)較差、性格內(nèi)向、不善言談?wù)卟皇潜涣涝谝贿叄褪恰叭嗽埔嘣啤薄?/p><p>1.3片面性</p><p>小組學(xué)習(xí)結(jié)束后，匯報(bào)者向全班各小組匯報(bào)時(shí)，只是代表個(gè)人的觀點(diǎn)或完全復(fù)述他人觀點(diǎn)，并不能很好的代表小組發(fā)言。2.操作的過(guò)程2.1確定小組成員</p><p>開(kāi)展合作學(xué)習(xí)，首先應(yīng)合理地劃分好學(xué)習(xí)小組，由于小學(xué)生的年齡小，好奇心強(qiáng)，學(xué)生之間能力傾向、興趣愛(ài)好、個(gè)性特征等諸多方面存在著差異，因此，學(xué)習(xí)小組要靈活組合，這更有利于學(xué)生愉快地進(jìn)行合作。一般可以將學(xué)生按語(yǔ)文成績(jī)包括口語(yǔ)表達(dá)能力等的優(yōu)、中、差分成三檔，每小組4人，語(yǔ)文成績(jī)較好的1人，一般的2人，較差的1人。一般不考慮自由組合，但對(duì)于個(gè)別智力有缺陷或調(diào)皮好動(dòng)者應(yīng)滿足其合理尤其是積極的需要。當(dāng)然這個(gè)小組不是固定的，可以每隔一個(gè)學(xué)期或一段時(shí)間調(diào)整一次。2.2學(xué)生座位</p><p>為便于學(xué)生更好的討論、交流，在安排座位時(shí)，要注意根據(jù)各自教室情況、及學(xué)生實(shí)際情況進(jìn)行安排。為了建立平等的師生關(guān)系，更好地開(kāi)展小組合作學(xué)習(xí)，也可取消了講臺(tái)桌，在教學(xué)時(shí)，站在教室的中間和學(xué)生交流，或者就坐到他們小組的旁邊，及時(shí)參與學(xué)生的討論。</p><p>2.3小組成員角色的確定</p><p>成員角色的指定可由教師指定，或由同學(xué)民主協(xié)商來(lái)?yè)?dān)任�；虬闯煽�(jī)等其他方面進(jìn)行選舉。比如可以語(yǔ)文成績(jī)較好且有一定管理能</p><p>友情提示：本文中關(guān)于《作文學(xué)習(xí)心得之三人行必有我?guī)煛方o出的范例僅供您參考拓展思維使用，<strong>作文學(xué)習(xí)心得之三人行必有我?guī)?/strong>：該篇文章建議您自主創(chuàng)作。</p> 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