什么言什么语成语范文

导语：如何才能写好一篇什么言什么语成语，这就需要搜集整理更多的资料和文献，欢迎阅读由公务员之家整理的十篇范文，供你借鉴。

篇1

1、雨笠烟蓑：防雨用的蓑衣笠帽，为渔夫的衣饰。亦借指渔夫。

2、雨条烟叶：雨中的柳条，烟雾中的柳叶。形容凄迷的景色。亦比喻情意的缠绵。

3、雨愁烟恨：烟雨所引起的人的惆怅哀愁。

4、烟霏雨散：形容众多。

5、硝烟弹雨：形容战场上非常紧张激烈的战斗。

6、雨井烟垣：比喻荒凉、冷落的景象。

7、枪烟炮雨：形容激烈的争战。

篇2

解释：看到钱财，眼睛就睁大了。形容人贪财。

出自：明朝兰陵笑笑生《金瓶梅词话》第八十一回：“弃旧迎新，见钱眼开，自然之理。”

近义词：见利忘义、见钱眼红。

反义词：见利思义。

语法：连动式；作谓语、宾语；比喻贪婪爱财。

篇3

解释：像蜜糖一样甜的话。比喻为了骗人而说的动听的话。

出自：元·马致远《岳阳楼》第二折：“化一盏茶吃，你可是甜言蜜语的，出家人那里不是积福处。”

示例：卞福坐在旁边，甜言蜜语，劝了一回。

篇4

《云烟成雨》这首歌表达的意思是：离别是为了更好的相遇，就像歌词中所唱的那样，“我多想再见你，哪怕匆匆一眼就别离”。

《云烟成雨》是组合房东的猫所唱，也是因为这首歌曲让房东的猫人气暴涨，房东的猫是一对组合，由主唱王心怡与吉他手吴佩岭组成，二人的歌曲虽是小众音乐，但备受粉丝的喜欢。

《云烟成雨》是动画片《我是江小白》的片尾曲，可以说一部动画片成就了一首歌曲，故事中，佟离即将随舅舅出国，临走前与江小白道别，将那副多年前自己亲手画的画送给了江小白。

（来源：文章屋网 ）

篇5

2、燕雀处堂：处：居住；堂：堂屋。燕雀住在堂上，比喻生活安定而失去警惕性，也比喻大祸临头而自己不知道。

3、燕雀处屋：比喻生活安定而失去警惕性，也比喻大祸临头而自己不知道。

4、燕雀之居：比喻简陋的庐舍。

篇6

积少成多、日积月累、积水成渊、聚沙成塔。

积少成多，积累少量的东西，能成为巨大的数量。日积月累，每天不断的积累。形容长时间的积累。积水成渊，点点滴滴的水聚积起来，就能形成一个深水潭。比喻事业成功由点滴积累而成。聚沙成塔，聚细沙成宝塔。原指儿童堆塔游戏。后比喻积少成多。

（来源：文章屋网 ）

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，Feuerstein 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.1958.The Psychology of Interpersonal Relations.New York：Wiley.

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

篇8

2、冥眗亡见：指看不见，看不清楚。

3、目迷五色：形容颜色既多又杂，因而看不清。比喻事物措综复杂，不易分辨清楚。

4、若隐若现：好像隐藏不露，又好像显现出来。形容隐隐约约，看不清楚的样子。

5、云遮雾罩：山被云雾笼罩，看不清它的真实面目。比喻故弄玄虚，暧昧不明。

6、自视不明：指单靠自己眼睛看事物则看不清楚。

7、隐隐约约：指看起来或听起来模糊，不很清楚，感觉不很明显。

8、雾里看花： 原形容年老视力差，看东西模糊，后也比喻看事情不真切。

9、看朱成碧：将红的看成绿的。形容眼睛发花，视觉模糊。

篇9

1、 为了深入开展艺术教育活动，活跃我校课余文化生活，提高我校艺术素质，促进我校素质教育蓬勃发展。

2、 向家长、社会汇报我校民乐特色教育成果，推介我校民乐特色品牌。

二、 活动时间：20**年12月26日（第17周星期五下午2：30—4：00）

三、 活动地点：学校操场

四、 参加人员：全休师生、家长、上级领导

五、 活动组织者：学校领导、音乐组、班主任

六、 准备工作：

1、 节目内容筹备：刘仲燊、李晓薇

2、 节目排练安排：音乐组四位教师及班主任协排

3、 场地布置：体育组

4、 场地音响、舞台背景及搭建：吴校长

5、 活动摄影：李国杰

6、 活动前思想动员工作：各班主任及音乐老师负责

7、 活动宣传：队部负责

8、 节目主持人：学生（谭颖琳、许诗岚、张家颖、徐嘉泳）梁桂秀老师负责辅导

9、 活动车辆停放安排：徐其田

10、 接待联系嘉宾：学校领导

11、 表演过程，道具的布置摆放：体育组

七、 活动过程：

全校学生当天下午2：00带凳子准时集中在操场上，按要求分班坐好，音响准备到位。2：00分汇演正式开始，晚会由小提琴、二胡大齐奏拉开帷幕。

八、 注意事项：

1、 各个节目的排练要抓紧抓细,严格要求、落实到具体老师负责。

2、 做好学生的思想工作，见到来宾要热情有礼；要遵守会场纪律，听从老师安排，不起哄，保持会场安排；教育学生做好保洁工作，以一次汇演活动体现新安形象：守纪、有礼、文明、向上

3、 活动音响、灯光要提前调试好，保持校园明亮，消除安全隐患，令会场有序进行。

4、 学生的仪表要求：亮丽着装，体现活泼、朝气

5、 活动结束做好场地的卫生工作：陈主任

篇10

我们有几千年的历史,出过那么多了不起的作家。我们不妨回顾一下。读吴承恩的《西游记》,不用查字典,大部分人都可以读懂。大约六百年前的《三国演义》和《水浒传》也是很简单,尽管《三国演义》是文言文,不过高中生阅读大概都没有问题。再说更古一点的《孟子》,孟子都是两千多年前的人了,我们读《孟子》也没什么问题,《孟子》在诸子文章里面应该是语言最流畅、最能够打动人心的。《史记》比较难读一点,离现在约两千一百年了。可是到了离现在大约一千六百年的时候。陶渊明的诗,像他的《桃花源记》也是非常好懂。更晚一点的李白,他的诗除了一些古风之外,五言尤其是七言绝句都是非常简单的,比如“床前明月光,疑是地上霜”。中国的诗词曲虽然年代很久,可是根本就透明如白话。坡的《念奴娇》、《水调歌头》等,大部分人也都能读得懂。

到了现在,古代的一些名句都变成成语了,“欲把西湖比西子,淡妆浓抹总相宜”、“雪泥鸿爪”、“不识庐山真面目”等。一位作家的好句子变成了后人的成语,这是一种了不起的文化遗产。

我们的古典传统悠久而丰富,我们的教育一定要教这些东西,不能让它缺席,我甚至认为如果教科书里面把文言文拿掉了,那无异于剥夺了我们下一代的文化继承权。对中华民族的学生而言,他们应该有权利继承那么悠久丰富的中华文学、中华文化。

到现在九十年了,文言文是不是完全作废了,跟我们的生活没有关系了呢?我们是不是可以完全靠白话文来应付所有的问题了呢?不见得。因为我们还有几千条甚至上万条的成语,这些成语往往四个字或者三个字一句。

构造成语的美学基本要求,就是简洁,然后是对仗,再有就是铿锵。有时候我问我的学生,我们中国人为什么讲“张三李四”,为什么没有听人说“张四李三”?其实很简单,我们讲“张三李四”,就是平平仄仄。很多四字成语就是遵循着我刚才讲的三个条件。像“前呼后拥”啊,“旁门左道”啊,“千山万水”,“千军万马”,都是这样。打仗的时候我们不会看见一个兵骑十匹马,倒过来“千马万军”也不行,也不能十个兵骑在一匹马上,可是我们不假思索地说“千军万马”,极言其多啊,极言军马之多。我们不会去算,到底十比一是怎么来的。因为“千军万马”、“千山万水”,平平仄仄就是好听。我想了很久,四字成语里面很少有违背这个规矩的。唯一“不正经”的一句成语,就是“乱七八糟”。(全场笑)因为按照美学应该是“乱七糟八”,或者“七乱八糟”,结果它就偏偏是“乱七八糟”,所以就乱七八糟。(全场大笑)