展开全部
D Franz Kafka wrote that "a book must be the ax (斧子
) for the frozen sea inside us. " I once shared this sentence with a class of seventh graders, and it didn't seem to require any explanation. We’d just finished John Steinbeck's novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. "Are you crying?" one girl asked, as she got out of her chair to take a closer look. "I am," I told her, "and the funny thing is I've read it many times. " But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I've taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel's terrible logic—the giving way of dreams to fate (命运). For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school--one that often attracts the literary-minded children of Manhattan's upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional "cultural capital" could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. D.'s. Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn't always read from the expected point of view. About The Red Pony, one student said, "it’s about being a man, it’s about manliness. " I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth's soliloquies (独白)read as raps (说唱) , but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck's writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that "all these people hate each other, and they're all white. " His historical view was broadening, his sense of his own country deepening. Year after year former students visited and told me how prepared they had felt in their first year in college as a result of the classes. Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich (充实) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach that reading can be transformative and that it belongs to them.
是这篇吗？
) for the frozen sea inside us. " I once shared this sentence with a class of seventh graders, and it didn't seem to require any explanation. We’d just finished John Steinbeck's novel Of Mice and Men. When we read the end together out loud in class, my toughest boy, a star basketball player, wept a little, and so did I. "Are you crying?" one girl asked, as she got out of her chair to take a closer look. "I am," I told her, "and the funny thing is I've read it many times. " But they understood. When George shoots Lennie, the tragedy is that we realize it was always going to happen. In my 14 years of teaching in a New York City public middle school, I've taught kids with imprisoned parents, abusive parents, irresponsible parents; kids who are parents themselves; kids who are homeless; kids who grew up in violent neighborhoods. They understand, more than I ever will, the novel's terrible logic—the giving way of dreams to fate (命运). For the last seven years, I have worked as a reading enrichment teacher, reading classic works of literature with small groups of students from grades six to eight. I originally proposed this idea to my headmaster after learning that a former excellent student of mine had transferred out of a selective high school--one that often attracts the literary-minded children of Manhattan's upper classes—into a less competitive setting. The daughter of immigrants, with a father in prison, she perhaps felt uncomfortable with her new classmates. I thought additional "cultural capital" could help students like her develop better in high school, where they would unavoidably meet, perhaps for the first time, students who came from homes lined with bookshelves, whose parents had earned Ph. D.'s. Along with Of Mice and Men, my groups read: Sounder, The Red Pony, Lord of the Flies, Romeo and Juliet and Macbeth. The students didn't always read from the expected point of view. About The Red Pony, one student said, "it’s about being a man, it’s about manliness. " I had never before seen the parallels between Scarface and Macbeth, nor had I heard Lady Macbeth's soliloquies (独白)read as raps (说唱) , but both made sense; the interpretations were playful, but serious. Once introduced to Steinbeck's writing, one boy went on to read The Grapes of Wrath and told me repeatedly how amazing it was that "all these people hate each other, and they're all white. " His historical view was broadening, his sense of his own country deepening. Year after year former students visited and told me how prepared they had felt in their first year in college as a result of the classes. Year after year, however, we are increasing the number of practice tests. We are trying to teach students to read increasingly complex texts, not for emotional punch (碰撞) but for text complexity. Yet, we cannot enrich (充实) the minds of our students by testing them on texts that ignore their hearts. We are teaching them that words do not amaze but confuse. We may succeed in raising test scores, but we will fail to teach that reading can be transformative and that it belongs to them.
是这篇吗？
更多追问追答
追问
我要翻译
追答
卡夫卡（Franz Kafka）写道：「一本书，一定要像利斧一样，能破开我们心里的冰海。」我曾经对一班中学一年级生说过这句话，似乎并不需要多作解释。
我们刚刚读过约翰·斯坦贝克（John Steinbeck）的小说《人鼠之间》(Of Mice and Men）。当我们一起在课堂上高声朗读到最后时 ，班上最坚强的男孩，一个篮球运动明星，竟然在低声饮泣，我也是。「你在哭吗？」一个女孩问，她离开坐椅，走近一点看个清楚。「是！」我告诉她，「奇怪的是，这本书我已经读过了很多次。」
但是他们理解，当乔治（George）举起枪射杀雷尼（Lennie）的时候，我们意识到，往往也无法阻止悲剧的发生。我在纽约市公立中学任教14年，我的学生家长当中，有坐牢的、虐待狂的、不负责任的；而学生当中，也有已当父母的、流离失所的、在暴力区街头长大的。他们比我更明白，小说中的可怕逻辑——梦想向命运低头。
在过去的7年中，我的教职是培养学生的阅读能力，对象是从六年级到中学二年级的小组学生，阅读经典文学作品。当初是我向校长提出这个想法的。这是在得知我的一个前优秀学生，决定走出精英中学之後转到竞争较少的环境就读——那是一间曼哈顿区上流社会的文艺学童都趋之若骛的中学。她是一个移民家庭的女儿，父亲在坐牢，或许她感觉与新同学们格格不入。我觉得额外的“文化资本”，可以让像她一样的学生在高中阶段发挥得更好。到上高中时，也许是第一次，但亦无可避免，什么背景的学生都会有，他们的可能是书香世家，父母早就拿了博士学位。
然而，年复一年，我们增加了实践测验的次数。我们正在努力教学生阅读较复杂的课文，不是为著激发情绪，只为课文的复杂性。然而，我们不能忽略他们的心，光测验学生对课文的认识，不能就把他们的脑袋填满。我们教他们那些没有惊奇但混淆的用字。也许我们能提高考试成绩，可是我们无法教他们阅读可转化（个人的素养），而那是属于他们的。
本回答由提问者推荐
已赞过
已踩过<
评论
收起
你对这个回答的评价是？
推荐律师服务：
若未解决您的问题，请您详细描述您的问题，通过百度律临进行免费专业咨询
