什么言什么語(yǔ)成語(yǔ)范文

導(dǎo)語(yǔ)：如何才能寫(xiě)好一篇什么言什么語(yǔ)成語(yǔ)，這就需要搜集整理更多的資料和文獻(xiàn)，歡迎閱讀由公務(wù)員之家整理的十篇范文，供你借鑒。

篇1

1、雨笠煙蓑：防雨用的蓑衣笠帽，為漁夫的衣飾。亦借指漁夫。

2、雨條煙葉：雨中的柳條，煙霧中的柳葉。形容凄迷的景色。亦比喻情意的纏綿。

3、雨愁煙恨：煙雨所引起的人的惆悵哀愁。

4、煙霏雨散：形容眾多。

5、硝煙彈雨：形容戰(zhàn)場(chǎng)上非常緊張激烈的戰(zhàn)斗。

6、雨井煙垣：比喻荒涼、冷落的景象。

7、槍煙炮雨：形容激烈的爭(zhēng)戰(zhàn)。

篇2

解釋?zhuān)嚎吹藉X(qián)財(cái)，眼睛就睜大了。形容人貪財(cái)。

出自：明朝蘭陵笑笑生《金瓶梅詞話(huà)》第八十一回：“棄舊迎新，見(jiàn)錢(qián)眼開(kāi)，自然之理。”

近義詞：見(jiàn)利忘義、見(jiàn)錢(qián)眼紅。

反義詞：見(jiàn)利思義。

語(yǔ)法：連動(dòng)式；作謂語(yǔ)、賓語(yǔ)；比喻貪婪愛(ài)財(cái)。

篇3

解釋?zhuān)合衩厶且粯犹鸬脑?huà)。比喻為了騙人而說(shuō)的動(dòng)聽(tīng)的話(huà)。

出自：元·馬致遠(yuǎn)《岳陽(yáng)樓》第二折：“化一盞茶吃，你可是甜言蜜語(yǔ)的，出家人那里不是積福處。”

示例：卞福坐在旁邊，甜言蜜語(yǔ)，勸了一回。

篇4

《云煙成雨》這首歌表達(dá)的意思是：離別是為了更好的相遇，就像歌詞中所唱的那樣，“我多想再見(jiàn)你，哪怕匆匆一眼就別離”。

《云煙成雨》是組合房東的貓所唱，也是因?yàn)檫@首歌曲讓房東的貓人氣暴漲，房東的貓是一對(duì)組合，由主唱王心怡與吉他手吳佩嶺組成，二人的歌曲雖是小眾音樂(lè)，但備受粉絲的喜歡。

《云煙成雨》是動(dòng)畫(huà)片《我是江小白》的片尾曲，可以說(shuō)一部動(dòng)畫(huà)片成就了一首歌曲，故事中，佟離即將隨舅舅出國(guó)，臨走前與江小白道別，將那副多年前自己親手畫(huà)的畫(huà)送給了江小白。

（來(lái)源：文章屋網(wǎng) ）

篇5

2、燕雀處堂：處：居住；堂：堂屋。燕雀住在堂上，比喻生活安定而失去警惕性，也比喻大禍臨頭而自己不知道。

3、燕雀處屋：比喻生活安定而失去警惕性，也比喻大禍臨頭而自己不知道。

4、燕雀之居：比喻簡(jiǎn)陋的廬舍。

篇6

積少成多、日積月累、積水成淵、聚沙成塔。

積少成多，積累少量的東西，能成為巨大的數(shù)量。日積月累，每天不斷的積累。形容長(zhǎng)時(shí)間的積累。積水成淵，點(diǎn)點(diǎn)滴滴的水聚積起來(lái)，就能形成一個(gè)深水潭。比喻事業(yè)成功由點(diǎn)滴積累而成。聚沙成塔，聚細(xì)沙成寶塔。原指兒童堆塔游戲。后比喻積少成多。

（來(lái)源：文章屋網(wǎng) ）

篇7

Key Words：students’ attitude，teachers’ beliefs，behaviors，affect，lifelong process of learning

I.Introduction

Glasser (1969) once argued that very few children come to school failures，none labeled as failures.It is school and school alone which pins the label of failure on children.As we know，in the foreign language classroom，learners are different.They will bring to the learning situation different beliefs and attitudes about the nature of language and language learning.Sometimes their differences pose a great challenge to the language teachers，which may be directly or indirectly influence the way of language learning.Therefore the language teachers should always keep the individual student's differences in mind.

But in the foreign language classroom，some language teachers do not take students’ differences into consideration in the selection of content and learning experiences.Some language teachers view their learners as receptacles，they may pour a large jug of knowledge into the learners ‘mugs’ or receptacles.Some teachers view their learners as resisters，they may use force or punishment rather than seeking ways of helping them to want to learn the language or seeing the value in what they are doing，and helping them to master a language or to foster a lifelong love of languages.Some teachers do not know the importance of self-esteem in language learning.They pay little attention to underachieving students who have low self-esteem and seem to create disturbances and to react negatively to what the student does.

Williams and Burden (1997) claim that teachers can only be really effective teachers if they are clear in their minds what they mean by learning because only then can they know what kinds of learning outcomes they want their learners to achieve，and that a teacher who lacks self-esteem will find it impossible to build the self-esteem of others.Thus a language teacher needs to convey a sense of self-confidence in using the language whilst at the same time respecting learners’ attempts to express themselves and their views in the language.

II.Changing teachers’ beliefs

The social psychologist Fritz Heider (1958) presented attribution theory in his book The Psychology of Interpersonal Relationships.A central aspect of Heider’s theory was about how people perceived events rather than the events in themselves that influenced behavior.Heider believed that people acted on the basis of their beliefs.Therefore，beliefs must be taken into account if psychologists were to account for human behavior.This would be true whether the beliefs were valid or not.Heider’s theory developed within social psychology as a means of dealing with questions of social perception.For instance，if a person is aggressively competitive in his/her behavior，is s/he this kind of person，or is s/he reacting to situational pressures？If a person fails a test，does s/he have low ability，or is the test difficult？

Heider postulated a set of rules of inference by which the ordinary person might attribute responsibility to another person (an "actor") for an action.Heider distinguished between internal and external attributions，arguing that both personal forces and environmental factors operate on the "actor，" and the balance of these determines the attribution of responsibility.

Pine and Boy (1977) claim that effective teachers create learning atmospheres which are cognitively and affectively expanding；learning atmospheres which enable the learner to become a more adequate and knowledgeable person.Williams and Burden (1997) also suggest that it is essential for a teacher to convey warmth and empathy towards the learner in order to establish a relationship of trust.Rogers (1969) also maintains that establishing rapport between teacher and student is the prerequisite to create a classroom atmosphere which is conducive to language learning.Teaching is an expression of values and attitudes，not just information and knowledge.It involves a major shift in emphasis on teachers’ beliefs and actions.A good teacher needs to adopt a critical attitude to his/her teaching methods to challenge his/her personal beliefs about teaching and learning.Because how a teacher behaves in the classroom may have profound effects on the way their students change.

III.Improving students’ self-esteem

Many foreign language educators recognize the need for improving students’ self-esteem.Brown，for example，considers self-esteem as the most pervasive aspect of any human behavior and says that "no successful cognitive or affective activity can be carried out without some degree of self-esteem，self-confidence，knowledge of yourself and belief in your own capabilities for that activity."(1987：100).And that "personality development universally involves the growth of a person's concept of self，acceptance of self，and reflection of self as seen in the interaction between self and others."(1987：101).He defines three levels of self- esteem as global，situational，and task self-esteem.One's general level of self-esteem is global self-esteem；situational self-esteem refers to certain life situations such as work，education，communicative ability，or athletic ability；task self-esteem refers to specific tasks within a situation，such as speaking a foreign language.Brown indicates that self-esteem and language performances are interacting factors and that true communication "requires a sophisticated degree of empathy." (Brown，1987)

Students’ sense of who they are has a powerful impact on their learning.Low self esteem can make many things difficult.People with low self esteem may clutch at straws.They blame themselves for things that aren’t their fault；they underestimate their abilities，and they expect things to go wrong for them.Therefore，it is the teacher who ought to exert considerable influence on the direction of students' self-esteem by communicating effectively with the students and help them enhance their self-confidence.In order to improve students’ self-esteem，teachers need to help them be able to think critically and motivate themselves consistently.

IV.Increasing teachers’ personal interaction with students

Learners’ conceptions of their own ability as learners will be based，at least in part，on the nature of classroom interactions.Lee states that he often feels that classroom teachers in frequent contact with students are in an advantageous position to encourage them to undertake independent learning outside the classroom，since it is easier to establish rapport，and hence foster teacher and peer support.

Williams and Burden (1997) have taken a social constructivist view of language learning and stress the importance of the individual making meaning of the tasks they are confronted with.They also underline the significance that the learners’ positive feelings about themselves have，and，among other things，advocate fruitful interaction in the classroom as the key to learning.

According to Feuerstein，a child’s learning is shaped by the intervention of significant adults from birth.These adults，at first parents，but later teachers，select and organize stimuli that they consider most appropriate for the child，shape them and present them in the ways considered most suitable to promote learning.However，with regard to the part played by the child within the interactive process of mediation，F(xiàn)euerstein is less clear.From studies of early childhood development，Bornstein and Bruner (1960) suggest that within the social context of the family，the actions of children affect those of the parents as well as the other way round.Thus，it is important to see the child as an active participant in the mediation process，and that this process is truly interactive rather than unidirectional.

Therefore，in the language learning process，it is teachers’ job to make learners aware of the significance of the learning task so that they can see the value of it to them personally，and in a broader cultural context.In addition，it is teachers’ job to make learners aware of the way in which the learning experience will have wider relevance to them beyond the immediate time and place.Thirdly，when presenting a task，the teacher must have a clear intention，which is understood and reciprocated by the learners.

V.Conclusion

Teaching is an expression of values and attitudes，not just information and knowledge.It is not an easy process.It involves a major shift in emphasis on teachers’ beliefs and actions.A good teacher needs to adopt a critical attitude to his/her teaching methods to challenge his/her personal beliefs about teaching and learning.Because how a teacher behaves in the classroom may have profound effects on the way their students change.Although our research is still in its infancy，it does give us considerable scope for arriving at a better understanding of teaching and learning，thereby indicating how we can actually do in the language learning process.

References：

1.Brown，H.D.1994.Principles of Language Learning and Teaching，3rd edn.Englewood Cliffs，N.J.：Prentice Hall.

2.Bruner，J.S.1960.The Process of Education.Cambridge，Mass.：Harvard University Press.

3.Glasser，W.1969.Schools without Failure.New York：Harper and Row.

4.Gardner，R.C.1985.Social Psychology and Language Learning：the Role of Attitudes and Motivation.London：Edward Arnold.

5.Heider，F(xiàn).1958.The Psychology of Interpersonal Relations.New York：Wiley.

6.Rogers，C.1979.Freedom to Learn.Ohio：Merrill.

篇8

2、冥眗亡見(jiàn)：指看不見(jiàn)，看不清楚。

3、目迷五色：形容顏色既多又雜，因而看不清。比喻事物措綜復(fù)雜，不易分辨清楚。

4、若隱若現(xiàn)：好像隱藏不露，又好像顯現(xiàn)出來(lái)。形容隱隱約約，看不清楚的樣子。

5、云遮霧罩：山被云霧籠罩，看不清它的真實(shí)面目。比喻故弄玄虛，曖昧不明。

6、自視不明：指單靠自己眼睛看事物則看不清楚。

7、隱隱約約：指看起來(lái)或聽(tīng)起來(lái)模糊，不很清楚，感覺(jué)不很明顯。

8、霧里看花： 原形容年老視力差，看東西模糊，后也比喻看事情不真切。

9、看朱成碧：將紅的看成綠的。形容眼睛發(fā)花，視覺(jué)模糊。

篇9

1、 為了深入開(kāi)展藝術(shù)教育活動(dòng)，活躍我校課余文化生活，提高我校藝術(shù)素質(zhì)，促進(jìn)我校素質(zhì)教育蓬勃發(fā)展。

2、 向家長(zhǎng)、社會(huì)匯報(bào)我校民樂(lè)特色教育成果，推介我校民樂(lè)特色品牌。

二、 活動(dòng)時(shí)間：20**年12月26日（第17周星期五下午2：30—4：00）

三、 活動(dòng)地點(diǎn)：學(xué)校操場(chǎng)

四、 參加人員：全休師生、家長(zhǎng)、上級(jí)領(lǐng)導(dǎo)

五、 活動(dòng)組織者：學(xué)校領(lǐng)導(dǎo)、音樂(lè)組、班主任

六、 準(zhǔn)備工作：

1、 節(jié)目?jī)?nèi)容籌備：劉仲燊、李曉薇

2、 節(jié)目排練安排：音樂(lè)組四位教師及班主任協(xié)排

3、 場(chǎng)地布置：體育組

4、 場(chǎng)地音響、舞臺(tái)背景及搭建：吳校長(zhǎng)

5、 活動(dòng)攝影：李國(guó)杰

6、 活動(dòng)前思想動(dòng)員工作：各班主任及音樂(lè)老師負(fù)責(zé)

7、 活動(dòng)宣傳：隊(duì)部負(fù)責(zé)

8、 節(jié)目主持人：學(xué)生（譚穎琳、許詩(shī)嵐、張家穎、徐嘉泳）梁桂秀老師負(fù)責(zé)輔導(dǎo)

9、 活動(dòng)車(chē)輛停放安排：徐其田

10、 接待聯(lián)系嘉賓：學(xué)校領(lǐng)導(dǎo)

11、 表演過(guò)程，道具的布置擺放：體育組

七、 活動(dòng)過(guò)程：

全校學(xué)生當(dāng)天下午2：00帶凳子準(zhǔn)時(shí)集中在操場(chǎng)上，按要求分班坐好，音響準(zhǔn)備到位。2：00分匯演正式開(kāi)始，晚會(huì)由小提琴、二胡大齊奏拉開(kāi)帷幕。

八、 注意事項(xiàng)：

1、 各個(gè)節(jié)目的排練要抓緊抓細(xì),嚴(yán)格要求、落實(shí)到具體老師負(fù)責(zé)。

2、 做好學(xué)生的思想工作，見(jiàn)到來(lái)賓要熱情有禮；要遵守會(huì)場(chǎng)紀(jì)律，聽(tīng)從老師安排，不起哄，保持會(huì)場(chǎng)安排；教育學(xué)生做好保潔工作，以一次匯演活動(dòng)體現(xiàn)新安形象：守紀(jì)、有禮、文明、向上

3、 活動(dòng)音響、燈光要提前調(diào)試好，保持校園明亮，消除安全隱患，令會(huì)場(chǎng)有序進(jìn)行。

4、 學(xué)生的儀表要求：亮麗著裝，體現(xiàn)活潑、朝氣

5、 活動(dòng)結(jié)束做好場(chǎng)地的衛(wèi)生工作：陳主任

篇10

我們有幾千年的歷史,出過(guò)那么多了不起的作家。我們不妨回顧一下。讀吳承恩的《西游記》,不用查字典,大部分人都可以讀懂。大約六百年前的《三國(guó)演義》和《水滸傳》也是很簡(jiǎn)單,盡管《三國(guó)演義》是文言文,不過(guò)高中生閱讀大概都沒(méi)有問(wèn)題。再說(shuō)更古一點(diǎn)的《孟子》,孟子都是兩千多年前的人了,我們讀《孟子》也沒(méi)什么問(wèn)題,《孟子》在諸子文章里面應(yīng)該是語(yǔ)言最流暢、最能夠打動(dòng)人心的。《史記》比較難讀一點(diǎn),離現(xiàn)在約兩千一百年了。可是到了離現(xiàn)在大約一千六百年的時(shí)候。陶淵明的詩(shī),像他的《桃花源記》也是非常好懂。更晚一點(diǎn)的李白,他的詩(shī)除了一些古風(fēng)之外,五言尤其是七言絕句都是非常簡(jiǎn)單的,比如“床前明月光,疑是地上霜”。中國(guó)的詩(shī)詞曲雖然年代很久,可是根本就透明如白話(huà)。坡的《念奴嬌》、《水調(diào)歌頭》等,大部分人也都能讀得懂。

到了現(xiàn)在,古代的一些名句都變成成語(yǔ)了,“欲把西湖比西子,淡妝濃抹總相宜”、“雪泥鴻爪”、“不識(shí)廬山真面目”等。一位作家的好句子變成了后人的成語(yǔ),這是一種了不起的文化遺產(chǎn)。

我們的古典傳統(tǒng)悠久而豐富,我們的教育一定要教這些東西,不能讓它缺席,我甚至認(rèn)為如果教科書(shū)里面把文言文拿掉了,那無(wú)異于剝奪了我們下一代的文化繼承權(quán)。對(duì)中華民族的學(xué)生而言,他們應(yīng)該有權(quán)利繼承那么悠久豐富的中華文學(xué)、中華文化。

到現(xiàn)在九十年了,文言文是不是完全作廢了,跟我們的生活沒(méi)有關(guān)系了呢?我們是不是可以完全靠白話(huà)文來(lái)應(yīng)付所有的問(wèn)題了呢?不見(jiàn)得。因?yàn)槲覀冞€有幾千條甚至上萬(wàn)條的成語(yǔ),這些成語(yǔ)往往四個(gè)字或者三個(gè)字一句。

構(gòu)造成語(yǔ)的美學(xué)基本要求,就是簡(jiǎn)潔,然后是對(duì)仗,再有就是鏗鏘。有時(shí)候我問(wèn)我的學(xué)生,我們中國(guó)人為什么講“張三李四”,為什么沒(méi)有聽(tīng)人說(shuō)“張四李三”?其實(shí)很簡(jiǎn)單,我們講“張三李四”,就是平平仄仄。很多四字成語(yǔ)就是遵循著我剛才講的三個(gè)條件。像“前呼后擁”啊,“旁門(mén)左道”啊,“千山萬(wàn)水”,“千軍萬(wàn)馬”,都是這樣。打仗的時(shí)候我們不會(huì)看見(jiàn)一個(gè)兵騎十匹馬,倒過(guò)來(lái)“千馬萬(wàn)軍”也不行,也不能十個(gè)兵騎在一匹馬上,可是我們不假思索地說(shuō)“千軍萬(wàn)馬”,極言其多啊,極言軍馬之多。我們不會(huì)去算,到底十比一是怎么來(lái)的。因?yàn)椤扒к娙f(wàn)馬”、“千山萬(wàn)水”,平平仄仄就是好聽(tīng)。我想了很久,四字成語(yǔ)里面很少有違背這個(gè)規(guī)矩的。唯一“不正經(jīng)”的一句成語(yǔ),就是“亂七八糟”。(全場(chǎng)笑)因?yàn)榘凑彰缹W(xué)應(yīng)該是“亂七糟八”,或者“七亂八糟”,結(jié)果它就偏偏是“亂七八糟”,所以就亂七八糟。(全場(chǎng)大笑)