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class="con_article con_main" id="contentText"> <p> 　　有的孩子讀了就算，不求甚解，不去思考和練習(xí)，基本上沒(méi)有轉(zhuǎn)化。轉(zhuǎn)化過(guò)來(lái)的孩子有兩種：有的人通過(guò)潛移默化，在適當(dāng)?shù)臅r(shí)候完成了轉(zhuǎn)化，有的人很主動(dòng)地刻意學(xué)習(xí)，較早完成轉(zhuǎn)化。</p><p> 　　第一，先說(shuō)潛移默化。古人“熟讀唐詩(shī)三百首，不會(huì)吟詩(shī)也會(huì)吟”、“讀書(shū)破萬(wàn)卷，下筆如有神”這樣的說(shuō)法，就是潛移默化。但是，這種潛移默化是有條件的。讀完書(shū)，只對(duì)故事情節(jié)有印象，完全不去回味詞句、思想等，這樣的人多的是。</p><p> 　　但是，讀過(guò)的這些詞句不可能沒(méi)有了，在歲月的沉淀之中，它們慢慢發(fā)酵。比如一位記者這樣說(shuō)：在我小時(shí)候胡亂讀了很多書(shū)，似乎都沒(méi)有什么用，直到30歲上下進(jìn)入記者生涯中，以前讀過(guò)的書(shū)慢慢地在我面前一點(diǎn)點(diǎn)清晰、沉淀，變成了我自己的，運(yùn)用越多，變得越多。這位記者是幸運(yùn)的。</p><p> 　　我10年來(lái)面對(duì)現(xiàn)實(shí)狀況就是：孩子在閱讀我推薦的書(shū)時(shí)，首先是被故事情節(jié)吸引。一口氣讀完，先享受到閱讀樂(lè)趣，是孩子能讀下去的重要原因。目的性很強(qiáng)的成年人受不了：只為樂(lè)趣而讀，讀了有屁用?他們忽視了潛移默化的作用。</p><p> 　　事實(shí)上，我自己這樣讀書(shū)，帶孩子們這樣讀書(shū)，因?yàn)檫x讀的都是經(jīng)典好書(shū)，潛移默化確實(shí)有巨大的作用。對(duì)寫(xiě)作也好，語(yǔ)文也好，思想也好，邏輯思維能力也好，確實(shí)有不可替代的作用。如果還能夠像那位記者一樣有朝一日有所感悟，就很好。</p><p> 　　第二，再說(shuō)刻意學(xué)習(xí)。這永遠(yuǎn)是兩難。沒(méi)有人愿意在享受閱讀時(shí)去刻意學(xué)習(xí)，無(wú)論大人小孩。讀完了再來(lái)回味還有點(diǎn)可能。所有語(yǔ)文老師都希望孩子帶著問(wèn)題去讀書(shū)，讀完勾畫(huà)好詞好句，找出關(guān)鍵句，反復(fù)回味詞句，學(xué)習(xí)修辭手法，思考問(wèn)題，有所感悟，甚至去寫(xiě)一篇讀后感。但是，把握不好，刻意學(xué)習(xí)就會(huì)被人厭惡。給孩子一大堆意義而讓孩子閱讀，在閱讀過(guò)程中讓他們做瑣碎的麻煩事，孩子們可能直接把書(shū)推還給老師：我不讀了!</p><p> 　　想想看，一本你高高興興拿起來(lái)的《神秘島》，我首先給你布置一個(gè)提綱，再告訴你讀的過(guò)程中要寫(xiě)多少字的筆記，你會(huì)怎么看?</p><p> 　　如何在潛移默化和刻意學(xué)習(xí)之間找到平衡，是教育工作者的比較難的工作。</p><p> 　　家庭氛圍好，口語(yǔ)交流好，孩子性格開(kāi)朗樂(lè)觀的孩子，就算讀書(shū)不多，也應(yīng)該可以完成學(xué)校的作文要求，甚至可以寫(xiě)得不錯(cuò);但是畢竟，經(jīng)過(guò)大量閱讀的孩子，對(duì)文字的運(yùn)用能力、理解能力還是要好得多。時(shí)間越長(zhǎng)，越可以看出大量閱讀的孩子的人生高度，跟僅僅應(yīng)付地精讀很少的書(shū)的孩子相比，是高得多的。我身邊的例子就活生生的：在小學(xué)1-4年級(jí)，甚至整個(gè)小學(xué)作文都寫(xiě)得還過(guò)得去的孩子，成績(jī)也不錯(cuò)的孩子，由于做不到大量閱讀，初中，最遲高中就被大量閱讀的孩子拉開(kāi)了距離，甚至甩的很遠(yuǎn)。</p><p> 　　我也和孩子讀書(shū)過(guò)多，而社會(huì)實(shí)踐少，性格內(nèi)向的家長(zhǎng)交流過(guò)，讓他們多帶孩子進(jìn)行社會(huì)實(shí)踐，而不僅僅是讀書(shū)。</p><p> 　　當(dāng)然，如果二者兼?zhèn)?，既多讀書(shū)又擅長(zhǎng)實(shí)踐、社交，那就是良才了。</p><p> 　　現(xiàn)在我們做的，就是把潛移默化和刻意學(xué)習(xí)結(jié)合起來(lái)，在孩子們讀完書(shū)之后，我們?cè)賮?lái)回味，思考，寫(xiě)讀后感，找好詞好句。這個(gè)時(shí)間點(diǎn)的把握是如此微妙，我發(fā)現(xiàn)，那些能夠跟上步伐完成閱讀的孩子，在回味分享時(shí)是有樂(lè)趣的;而無(wú)法完成正常速度的閱讀的孩子，就很茫然，無(wú)趣。練就強(qiáng)大的閱讀能力，是寫(xiě)作基礎(chǔ)的重要條件。</p><p> 　　我們努力讓孩子享受閱讀樂(lè)趣，又有回味，但是，會(huì)注意不要過(guò)度。目前這個(gè)平衡已經(jīng)基本找到，正在努力之中。</p><p> 　　本文作者：丁珊(公眾號(hào)：小天馬閱讀寫(xiě)作)</p><p><span style="color:#ff0000;">　　本文為原創(chuàng)文章，版權(quán)歸作者所有，未經(jīng)授權(quán)不得轉(zhuǎn)載!</span></p><hr /> </div> <div id="tmyyfroktkho" class="y_ju"><script type="text/javascript">a("conten");</script></div> <div id="tmyyfroktkho" class="pnum"> <ul id="page_slice"> <div id="tmyyfroktkho" class="clear"></div> </ul> </div> <a href="/lhdoc/index.html?url=//www.rzpgrj.com/yc/3884601.html" class="download_word download_word_lb" title="文檔下載" target="_blank"> <div id="tmyyfroktkho" class="download_card"> <div id="tmyyfroktkho" class="card_nr 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