东北24节气歌谣儿歌背诵【20篇】

红酥手，黄藤酒，小满祝福跟你走。好运多，扬欢歌。一怀思念，几分诉说。情如旧，人不瘦，笑语欢颜处处透。桃花落，友似昨。真诚仍在，短信相托。下面是小编为你带来的二十四节气小满祝福语微信，欢迎阅读。

没有播种，何来收获;没有辛劳，何来成功;没有磨难，何来荣耀;没有我真心实意的祝福，何来你甜蜜温馨的微笑。小满节气，祝你：快乐随心!

一样的眼睛有不一样的看法;一样的耳朵有不一样的听法;一样的嘴巴有不一样的说法;一样的祝福有不一样的表达法。小满节气，短信祝你：有美好心情!

小满到，气温升，人易躁，调心情，心舒畅，防病生;雨增多，温差大，防感冒，记心中;小贴士，祝福你，体健康，好心情!

又到小满，我用友情的水灌满岁月，用祝福的话填满距离，在每一朵花上写满思念，在每一片云上画满牵挂，愿你的心里充满快乐幸福。

抬抬头，满脸的微笑;健健身，满身的健康;出出游，满身的阳光;想想你，满满的关怀;说说你，满满的幸福;祝福你，满满的情谊。小满节快乐!

真挚友情心中藏，短信送你祝福长，小满祝福伴身旁，祝你：精神饱满，平平安安又健康;金玉满堂，好运财运堆满仓;生活美满，幸福甜蜜又吉祥!

多一分锻炼，把健康装满;多一分轻松，把快乐装满;多一分牵挂，把思念装满;多一分关怀，把温情装满。小满到了，多一分祝福，愿你幸福满满!

草长莺飞七月天，转眼一晃到小满，短信送你三平二满，愿你身体健康永平安，前途光明一马平川，事业发展四平八稳，每天快乐满怀，一辈子幸福美满!

今日小满请接受我满山遍野的祝愿，对烦恼要满不在意，对快乐要满载而归，对生活要满脸春色，对工作要满腔热情，对祝福要满心欢喜，愿情满人世间。

痰湿体质要注意，小满保持您情绪，平息燥火要务必，澄和心神养生气，保持运动强身体，出汗及时要擦洗，节制宵夜要牢记，祝你满满是福气，快乐总如意!

没有忘忧草，跑了幸福鸟，找不到吉祥云，只有用短信把心意来表。小满又来到，祝福忙送到，祝你心情时时好，幸福生活乐逍遥。

把烦恼交给风，让快乐住进你心中;把悲伤交给河，让幸福留在你身边;把牵挂寄给小满，让时间捎到你面前。祝你一生幸福永绵绵。

小满节气，天气总变，唯有情谊，一生知己。偶尔发发小脾气，许久也会不联系，依旧从未忘记，祝你生活幸福美丽，快乐无期限!

小满到小满到，插上幸福秧，快乐填满仓;花儿朵朵香，好运装满箱;情意永芬芳，祝福长又长。祝你生活幸福，快乐永远在身旁。

小满小满，问候饱满，祝福已满，关怀渐满，牵挂满分。祝你生活圆满，爱情美满，快乐填满，美酒斟满，祝你一生一世，福气满满当当。

又是一年小满到，祝福问候忙送到。烦恼忧愁闪了腰，悲伤痛苦不会再报道;幸福快乐围你绕，平安健康对你笑。祝你开心乐逍遥。

时间匆匆又到小满，祝福满满。问候的翅膀飞的远，祝福化作思念的茧，牵挂的心儿在小满，幸福快乐跑到你面前，愿你幸福到永远。

轻轻一眨眼，转眼到小满;烦恼靠边闪，悲伤向后站;祝福送心间，问候已飞远;心中总祝愿，愿你展笑颜。祝你一生幸福乐无边。

小满节来到，养生最重要，气温渐增高，皮肤护理好，饮食需清淡，瓜果蔬菜鲜，多喝绿豆汤，鲫鱼有营养，早起来锻炼，健康到永远，祝你永平安，生活更圆满。

求知不停，智慧满满;努力不停，成功满满;欢乐不停，开心满满;甜蜜不停，浪漫满满。小满节气到，愿你温馨不停，幸福满满，平安不停，健康满满!

一朵朵的好花，名为勿忘我;一串串的好梦，名为幸福相伴;一生的好情谊，名为永远的知己。小满节气，祝你心情美丽，生活顺利!

夏风送爽小满到，生活美满乐逍遥，祝愿朋友短信多，一页一页看不完，亲切问候幸福满，前途光明希望满，口袋钞票总是满，脸上笑容堆得满，万事好运心情满，快快乐乐过小满。亲，请接受我这满满的祝福!

小满多多晒太阳，顺应天时身体棒，室外散步晒头顶，通畅百脉调补阳，晒晒后背驱胃寒，改善消化是良方，经常出来晒双腿，小腿抽筋不来烦。愿快乐安康!

小满载满心语，满腔真心言语;不打迷乱哑语，胜却甜言蜜语;许下幸福咒语，送你美好寄语;勿认此为俗语，实表祝福话语，愿你生活烦恼不语，苦闷无语，小满快乐!

小满节日到来，祝你生活满满，笑脸相迎每一天;祝你快乐满满，短信收到好运时时伴;祝你幸福满满，吉祥围绕平安跟着跑。祝快乐、幸福、吉祥、如意。

气温渐增小满热，小麦饱满丰收乐。单衣花裙时尚帽，女性飘逸喜满面。男衫短裤精神满，倩男靓女满心欢。男来女往情满怀，花前月下正热恋。祝小满：爱情事业双满载，幸福花园蝶飞采。

小满小麦渐渐满，收获更比麦丰满;风吹草地绿意满，身体强壮健康满;祝福传情情意满，好事降临福禄满;祝你是美满，家美满，人美满!

茶浓或淡，清香悠远;酒陈或新，醇香不变;时间久远，情谊依然;转眼时间，又到小满;送上祝福，快乐不断;祝你幸福，生活美满。

知足遇见洒脱，幸福满满;体贴遇见理解，爱情满满;赤诚遇见关怀，友谊满满;真情遇见短信，祝福满满。愿你小满时节，满心欢悦，满面春风。

小满悄悄来人间，祝福声声不会断。美酒一杯需斟满，满满情义在其间。问候满满真情传，愿你生活都美满。激情满满志向远，事业成功笑容满。爱情满满人成对，幸福快乐满家园。愿你小满快乐，好运常在!

小满时节花枝俏，气温逐渐在升高。心平气和莫烦躁，单衣花裙多美妙。锻炼身体要趁早，莫待太阳升老高。瓜果蔬菜新鲜好，腐烂变质要扔掉。饮食卫生要记牢，健健康康无烦恼。祝小满快乐!

小满时节到，气温渐增高;一旦逢下雨，气温急剧降;注意添衣服，小心患感冒;湿性皮肤病，小满易发期;饮食宜清淡，常吃瓜果菜。

用满分的幸福和快乐，用满分的祝福和问候，把你的心扉填的满满的。今天是小满，祝你一生快乐不断，好运连连，生活永远幸福圆满!

小满时节天气暖，早起早睡要记满，满园绿色春风吹，朝夕锻炼身体满，一声您好祝福满，平平淡淡最美满，小满，小满，祝你美满生活到永远。

小满小麦粒渐满，万物因此而盈满。祝你满心欢喜，满面红光，每天满载而归!祝你人生美满，收入满满，感情事业双丰收，一气呵成大满贯!

林间行走，风满春衫袖，闭目回首，芬芳花满楼，掀开米缸，忽见谷满仓，枕边小憩，旖旎满月光。小满节，心如彩蝶翩翩舞，梦如茉莉永不伤!

紫藤谢，紫薇开，姹紫千红好运来。玉米绿，秧苗栽，一年成就今日埋。小满至，心开怀，心平气和健康来。小满到了，不求最满，只求足够，你说呢?

小满小满，生活饱满;心情愉悦，开心满满;身轻体健，健康饱满;日子舒心，幸福满满;无忧无虑，事业饱满;爱情浪漫，甜蜜满满;愿君好运，快乐满载!

小满祝福天上来，奔流向你不复返。快乐西辞黄鹤楼，烟花五月把你勾。忽如一夜好运来，千树万树幸福开。天长地久有时尽，你我友情无绝期。

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夏至节正处梅雨期间，雨量大，雨日多，常造成较大的洪涝。各地谚语有不同的说法。如下：

夏至大烂，梅雨当饭 (浙)

夏至落雨，九场大水 (鄂)

夏至下雨十八河 (湘、贵)

夏至落大雨，八月涨大水 (湘)

有时遇到反常年份，夏至天气炎热，预示后期天气既旱且热。有关这方面的气象谚语有：

夏至无雨三伏热 (川)

夏至无雨干断河 (贵)

夏至无雨六月旱 (湘)

夏至不雨天要旱 (皖)

夏至无云三伏烧 (陕)

夏至是否打雷，对未来天气有一定的指示作用。有关这方面的气象谚语有：

夏至不打雷，大水连天起 (闽)

夏至无响雷，大水十几回 (湘)

夏至有雷，要烂杆围;夏至无雷，百日无雨 (粤)

夏至鸣雷旱三伏 (桂)

夏至雷响，打破梅娘 (浙)

夏至雷响天多晴 (鲁)

夏至时，冷热程度与未来天气也有一定的关联。这方面的谚语也有一些。如下：

夏至不热，冬至不冷 (陕、赣)

夏至未到莫道热，冬至未到莫道寒 (赣、川、鄂、冀)

夏至闷热汛来早 (冀)

有关夏至的气象谚语还有不少，如下：

吃了夏至饭(面)，一天短一线 (赣、冀、晋)

夏至端午近，麦子满仓囤;夏至端午远，年景必有闪 (鲁)

夏至加端阳，田里不打粮 (陕)

五月夏至头，担水救禾苗;五月夏至中，多雨又多风;五月夏至末，大水溢塘坡 (赣)

清明麻，谷雨花，立夏栽稻点芝麻。下面是小编为你带来的2017年谷雨节气谚语，欢迎阅读。

清明早，小满迟，谷雨立夏正相宜

谷雨节到莫怠慢，抓紧栽种苇藕芡

谷雨前后栽地瓜，最好不要过立夏

谷雨栽上红薯秧，一棵能收一大筐

棉花种在谷雨前，开得利索苗儿全

清明高粱谷雨花，立夏谷子小满薯

清明高粱接种谷，谷雨棉花再种薯

稻怕枯心，树怕剥皮。

家有闲地，种芝麻黍稷。

及时锄梦花，有利棉根扎。

谷喜岭，稻喜洼，地瓜最喜高地沙。

做瓦靠坯，红薯靠灰。

一棵红薯一把灰，结得红薯一大堆。

红薯上皮粪，沟溜长跑根。

春薯栽炕秧,夏薯插剪秧。

横栽番薯竖栽葱。

地瓜栽壮秧，不栽嫩芽芽。

深栽茄子浅栽烟，想吃红薯地皮沾。

早黍晚麦不归家，从来不收晚地瓜。

一年甘薯半年粮。

地瓜块根长，深翻才能长。

要有红薯吃，土要挖一尺。

山岭薄地栽地瓜，高粱丰收在涝洼。

薄地地瓜旱地谷，涝洼地里种秫秫。

谷雨有雨棉花肥

谷雨有雨好种棉

谷雨种棉家家忙

过了谷雨种花生

苞米下种谷雨天

谷雨前后见家吉

谷雨下秧，大致无妨

谷雨前后，种瓜点豆

谷雨麦怀胎，立夏长胡须

谷雨麦挑旗，立夏麦头齐

谷雨天，忙种烟

谷雨有雨棉花肥

谷雨有雨好种棉

谷雨种棉家家忙

过了谷雨种花生

苞米下种谷雨天

谷雨前后见家吉

谷雨下秧，大致无妨

谷雨前后，种瓜点豆

谷雨麦怀胎，立夏长胡须

谷雨麦挑旗，立夏麦头齐

谷雨前结蛋，谷雨后拉蔓

谷雨种棉花，能长好疙瘩

谷雨过三天，园里看牡丹

谷雨前结蛋，谷雨后拉蔓

不怕棉儿小，就怕蝼蛄咬。

宁叫秧等地，不叫地等秧。

谷雨到立夏，就把小苗挖。

谷雨是旺汛，一刻值千金。

红薯上皮粪，沟溜长跑根。

红薯没有巧，只要插秧早。

红薯种得迟，薯似羊胡须。

地瓜栽壮秧，不栽嫩芽芽。

地瓜块根长，深翻才能长。

地蛋要长大，刀口要朝下。

果树花过多，酌情向下捋。

要想谷满仓，首先培壮秧。

要想庄稼好，管理要趁早。

要有红薯吃，土要挖一尺。

1. “吃了冬至饭，一天长一线”，今日冬至，太阳开始回来了，春天也越来越近了，愿我的短信及我的真情能象这冬至的阳光，为您驱走严寒，送去温暖的希望。

2.如果说春天，是有诗情画意的季节。那么冬天，就是一个有冷静思索的季节。思索春华秋实，时光流逝，浪漫爱情，价值人生。冬至，福来!

3. 大雪纷飞，已到冬至;注意保暖，关心送至;天天锻炼，健康送至;保持心情，快乐送至;发个短信，关怀备至。冬至日快乐!

4. 当凉意与秋雨结伴;当黄叶与晨露相依;当冷月共霞光一色;当大雁也打点南归，我的祝福伴随着冬至的到来飘然而至：天气凉了，请记得添加衣裳!

5. 滴水成冰北风寒，朋友宰羊过冬年。养精蓄锐好身体，红光满面精神爽。子孙满堂快活享，美满家庭幸福园。祝你冬至美乐祥，太平盛世笑开颜。愿你长乐寿!

6. 冬至来到了，天气更寒了，我的短信问候到你了。寒天冻坏人，注意穿衣暖，健康身体是本钱啥都定不了。防止伤风患疾病，一日三餐搭配好，有病急速看医生，别硬扛着损健康。愿你幸福长寿康!

7. 冬菇牛肉枸杞胡萝卜，炖一炉幸福的火锅，配上开心的可乐，兑上养颜的红酒，煮一锅快乐健康的八宝粥，祝亲爱的朋友，身体安康，冬至快乐!

8. 冬日里，冬日寒，不知不觉冬至来;吃饺子，吃汤圆，短信预祝圣诞欢;唱歌来，跳舞来，欢欢喜喜盼新年;好朋友，多惦记，愿你冬日笑得甜。

9. 冬天到，雪花飘，气温降，多添衣，要保暖，多锻炼，强身体，多喝水，讲卫生。天冷了注意防寒保暖!

10. 冬天的寒风阻不了你快乐的笑语，工作的辛苦压不垮你坚强的双肩，生活的困难遮不了你幸福的笑颜，冬至到了，愿你生活开开心心，工作顺顺利利。

11. 冬萧萧，风怒;畏寒冷，多食疗;三餐汤，炖红枣;补肾气，栗子宝;萝卜羹，胜中药;热姜茶，祛感冒;果蔬鲜，五谷糙;牛羊肉，热量高;时冬至，愿君好。

12. 冬正深，天正寒，冬至节气到身旁，亲朋好友齐欢聚，乐也融融共天伦，祝福如梅花飘香，冬至佳节，愿你合家欢乐，幸福美满。

13. 冬至，短信至，是关心你的表现，祝福至，是关怀你的体现，问候至，是关爱你的展现，冬至到了，愿你冬至快乐，幸福相依。

14. 冬至，二十四节气的第二十二节气，也是中国的一个传统节日，冬至的养生祝福短信，送出你温暖的祝福关怀。

15. 时光磋跎了岁月，季节遗忘了誓言，雪花融化了流年，北风带来了思念。冬至祝福，绘下温暖画卷，愿你绽放快乐笑颜，常与好运碰面，享受幸福无限!

16. 世界媒体实验室冬至到了，送上一盘饺子，平安皮儿包着如意馅儿，用真情煮熟，吃一口快乐二口幸福三口顺利，然后喝全家健康汤，回味是温馨，余香是祝福!

下面是小编为你带来的二十四节气灯谜集锦，希望对你有帮助。

大雪满初晨，开门万象新。(大雪)

飞雪迎风到(东至)

忽如一夜春风来，千树万树梨花开。(立春)

天街小雨润如酥(雨水)

微雨众卉新，一雷惊蛰始。(惊蛰)

杨花榆荚无才思，惟解漫天作雪飞。(春分)

清明时节雨纷纷(清明)

随风潜入夜，润物细无声。(谷雨)

唐尧虞舜有代替，禹因治水成王帝。(立夏)

君问归期未有期，巴山夜雨涨秋池。(小满)

锄禾日当午(芒种)

六月初迎大暑风(大暑)

三十功名著，凭报愁心去。(立秋)

高处不胜寒(处暑)

露从今夜白(白露)

烟火生闾里，禾黍积共祈。(秋分)

晨起怀怆恨，野田寒露时。(寒露)

停车坐爱枫林晚，霜叶红于二月花。(霜降)

砌下梨花一堆雪，明年谁此凭栏杆。(立冬)

江上年年小雪迟，年光独报海榴知。(小雪)

天下寒士俱欢颜(夏至)

七月七日长生殿，夜半无人私语时。(小暑)

微雨后，小寒初。满斟长寿碧琳腴。(小寒)

进动脉盖三层被，来年枕着馒头睡。(大寒)

大雪已经到来，春天不会遥远。以下是小编给大家整理的有关大雪节气的问候语的内容，欢迎大家查看。

1.雪花飞舞，营造片片浪漫;友情芬芳，传递丝丝清新;北风凛冽，吹落点点霜雪;情谊纯厚，流淌股股暖流;问候真挚，则送达份份温暖。朋友，愿你大雪保重，一切安好!大雪快乐，万事如意!

2.雪花飘飘，大雪来到，一片一片，飞洒吉祥的味道;一朵一朵，绽放快乐的微笑;一瓣一瓣，裹着祝福的美好。愿你雪中翩翩行，幸福好心情!

3.季节一步一步，花开一蔟一蔟，雪舞一片一片，思念一束一束。大雪降临人间，带来吉祥幸福，把你团团围住，给你缕缕呵护，让你快乐无数，愿你美好一路。

4.天降大雪是祥瑞，雪过天晴心儿醉，快乐雪花片片飞，傲骨雪梅来相陪。雪兆丰年好运随，雪临人间如意随，大雪时节送祝福，愿冰雪聪明的你逍遥不疲惫，幸福更明媚!

5.雪中有真情，雪舞快乐行，雪飞好运临，雪止福不停。又到大雪，思念如雪花，飘落到你家，任岁月如流沙，愿朋友心情佳，日子美如画，幸福走天涯!

6.我的祝福穿过严寒风霜，绕过冰河大地，越过皑皑白雪，到达你的身边，只为在大雪节气到来之际，送上我浓浓的愿望，愿你开心快乐每一天，大雪快乐!

7.时光悠悠穿过，天凉了，雪来了，我的祝愿也随之而来，只为在冰天雪地为你驱寒保暖，陪伴你度过寒冷的一冬，每一片雪花都代表我浓浓的惦念，大雪来到，一定要保养好身体哦!

8.天空飘雪像鹅毛，厚厚一层淹没脚，轻一点啊轻一点，你是否把我的呼唤听到：一层低语想你无眠，一层念你可否安好，一层怀念甜甜的笑，一层眷恋暖暖的拥抱。大雪节，祝你平安健康快乐逍遥。

9.雪花飘飘，像柳絮一般的雪，带给你健美健康;雪花翩翩，像芦花一般的雪，带给你幸福吉祥;雪花纷纷，像蒲公英一般的雪，带给你快乐逍遥。大雪节气，祝愿你雪洗尽烦恼，幸福乐淘淘。

10.大雪到，雪花飘，幸福飘扬忧伤跑，北风吹，寒流奔，吹来祝福跑掉烦恼，白雪皑皑暖情意，短信字字表关怀，大雪的日子里愿你潇洒快乐，温暖相伴每一刻。

11.大雪节气，送给你“冬日里的一把火”，燃掉你的烦恼，焚烧你的忧愁，燃尽你所有的寒冷与无助，点燃你的开心，燃放你的幸福，燃亮你的冬日暖融融、乐融融，前途一片光明!

12.送你一片欢乐雪，愿你生活无忧快乐多;送你一片富贵雪，愿你事业顺利好运多;送你一片浪漫雪，愿你爱情甜蜜温馨多;送你一片健康雪，愿你平安一生健康多。大雪节气，愿幸福雪笼罩你的每一天!

13.大雪纷飞，飘落的是吉祥;北风吹吹，传递的是清新;思念片片，传达的是牵挂;问候真真，送达的是关怀。朋友，大雪到了，愿你吃好喝好，身体康健!穿好穿暖，一切安好!日子舒坦，一切如意!

14.大雪已经到来，春天不会遥远。让冰霜绽放笑颜，把快乐握你手间;让北风化成思念，把温暖留你心田;让雪花送去祝福，愿你把幸福心情灿烂!

15.大雪气温降，北风一场场，天寒雪花扬，保暖记心上，饮食均衡加营养，冬季进补时正当，多多锻炼身体棒，天天微笑心花放，短信祝福来送上，记得天凉加衣裳!

笑对人生，人生就会成为华丽的乐章。

人的一生都是五彩缤纷的，尝试过哭，尝试过笑，尝试过生活中的酸甜苦辣。

那一年的炎炎夏日，连知了都停止了喧嚣，我抱着西瓜，窝在电脑边，惬意地享受的，仿佛生活一直都像现在这样美好。

当我正自在时，爸爸走过来，关掉了电脑，抱走了我甜甜的西瓜，对我说：“想不想体验真正的生活？”我说：“当然好啦，真正的生活不就是我刚才的惬意之举吗？”爸爸郑重地摇了摇头，让我换上了运动鞋。我满是疑问，忽然，爸爸那不可思议的声音从我头顶传来：“我带你去登山！”“救命啊，老妈，大热天地爸要带我去登山，不中暑才怪！”妈妈只是无奈地摇摇头。而爸爸好像是“诡计”得逞了般的阳笑着。我不情愿的跟着爸爸走了出去。

来到了山脚下，抬头看有多高，不料那一大把年纪的太阳爷爷不失年轻风采，还是发动内功，散播了大量的热，使我额头上的汗珠一颗颗落下。

爸爸带着我开始了登山旅途，一路上，我一直呦喝着：“热死个人啊！”爸爸不理睬，只把一瓶矿泉水给我就继续向上爬，无奈的我只好紧跟父亲的脚步，身上的汗浸湿了衣服，大颗地汗珠在我的脸上肆意横流，流到眼睛里痛得不行，我仿佛快要窒息。“这哪算真正的生活啊！”我对爸爸抱怨到。终于快到了山顶，我也终于快要支持不住了。我原本想到了山顶上我一定就累趴了。

但是，在我到山顶的那一刻，一阵凉意向我吹来，让我觉得很舒服。我敞开双臂，大吼了一声。心中有种说不上来的感觉。爸爸问：“现在感觉怎么样？”“刚刚的疲倦全然消失，心中有一种不知怎么表达的感觉，是开心？激动？惬意？”我不知道。爸爸却说：“这是真正的生活！”我觉得爸爸的话仿佛能解释我心中的感觉。

“在你累的时候，你只会抱怨身边的一切，忘记沿途的风景，而当你上来时感觉得一丝凉意，就是给你的回馈，这就是生活，不要总是抱怨，要微笑，用乐观的太态去看待每一件事，生活就像夏日爬山，不可能舒服一辈子，但是只要用积极的心态去面对，就会感觉它无限美好！”

爸爸的话使我明白很多，回过头来，看着那半上腰的小花开得正芬芳，我仿佛闻到了花香。

就像爸爸所说，微笑着去唱生活的歌谣，定会闻到生活馈赠的花香。

芒种夏至天，走路要人牵。(苏、皖、川、鄂、贵)〔指阴雨天多，行路容易滑倒〕下面是小编为你带来的24节气芒种节气谚语，欢迎阅读。

芒种闻雷，对农业生产好坏及未来天气均有一定的预示意义，反映在气象谚语中：

芒种怕雷公，夏至怕北风。(桂)

芒种打雷是旱年。(湘、豫)

芒种打雷年成好。(湘)

芒种闻雷美自然。(陕)

芒种节气的风和气温与未来天气有一定的预示意义，有关这方面的气象谚语有：

芒种南风扬，大雨满池塘。(湘)

芒种西南风，夏至雨连天。(皖)

芒种刮北风，旱断青苗根。(苏、冀)

芒种刮北风，旱情会发生。(湘)

芒种热得很，八月冷得早。(湘)

芒种日晴热，夏天多大水。(浙)

芒种和夏至节气天气相关性较好，所以关于这两个节气的气象谚语很多，例如：

芒种火烧天，夏至雨涟涟。(鄂、湘、桂)

芒种火烧天，夏至水满田。(辽、闽、赣)

芒种火烧天，夏至雨淋头。(粤)

芒种不下雨，夏至十八河。(贵)

芒种雨涟涟，夏至火烧天。(苏、桂、湘)

芒种雨涟涟，夏至旱燥田。(赣)

长江中下游的黄梅天多半是从芒种节气后期开始的。农民对芒种节气的雨水很关心，故流传下来的气象谚语很多。如下：

芒种夏至是水节，如若无雨是旱天。(粤)

芒种夏至，水浸禾田。(粤)

芒种落雨，端午涨水。(湘)

芒种夏至常雨，台风迟来;芒种夏至少雨，台风早来。(闽)

一、寒露到来气温降，及时添衣莫着凉;关爱身体重养生，饮食养阴忌辛辣;运动适当莫剧烈，早睡早起顺时气，避免疾病来侵袭，身体健康心欢喜;寒露到来，愿朋友健康幸福，好运连连。

二、 寒露时节，起居时间可作对应调整，天气变冷睡眠增多，睡眠时血流速度减慢，容易形成血栓。故而应“早卧早起，与鸡俱兴”，以避免血栓的形成。

三、 寒露时节易伤感，以养阴精为主，精神保养放在首位，此季节适宜郊游、远足、赏秋菊，登高观红叶，或邀友宴重阳，这些都可避免清秋落寞的心理。

四、 寒露马上就到了，此节气的养生食物最好以润肺生津，健脾益胃为主，适宜吃的有：百合、大枣、红薯、枸杞、南瓜、银耳、雪梨等，避免辛辣刺激。

五、 寒露过后天气凉，多吃根菜促健康;萝卜生吃能顺气，促进胆汁消脂肪;红薯饱腹效果好，延缓血糖防肥胖，老幼妇孺多吃藕，生吃熟食都一样。

六、 中秋过后夜夜凉，寒露需防燥邪伤。燥邪最容易伤肺伤胃，寒露养生的重点是养阴防燥、润肺益胃，同时要避免因剧烈运动、过度劳累等耗散精气津液。

七、 寒露节气，要警惕心脑血管病：低温会使血压升高，导致脑血管破裂;寒冷会使血液粘稠度增高，促使血栓形成。故而需要注意保暖，时时提防。

八、 寒露后雨水减少天气干燥，容易伤肺伤胃，故而会出现皮肤干燥、皱纹增多、口干咽燥、干咳、便秘等。需及时补充水分，注意使用护肤霜保护肌肤。

九、 寒露时节，起居时间可作对应调整，天气变冷睡眠增多，睡眠时血流速度减慢，容易形成血栓。故而应“早卧早起，与鸡俱兴”，以避免血栓的形成。

十、 寒露到，寒气渐渐长，小草已枯黄，早上露重而且凉，友谊之情永不降，小小关怀来送上，朋友，天冷别忘了添衣裳，祝你身体健康!

十一、 寒露到，深秋燥;水勤喝，酒饮少;食蔬果，健康保;多运动，身体好;心放宽，别计较;快乐笑，莫烦恼;朋友情，收藏好;祝愿你，乐到老。

十二、 寒露到，天气燥，少辛辣，远熏烤，食银耳，润肺妙，吃核桃，滋阴好，哈密瓜，补水高，天渐冷，早休息，日照少，忧郁扰，多聊聊，开心笑，祝安好!

十三、 寒露到了，发一条暖暖的短信，送一份温馨的祝福!亲爱的，愿你拥有温暖，拥有快乐，拥有幸福!还有我浓浓的爱，送给你，我的最爱!

十四、 寒露到气温降，落叶飘小草黄，思念牵挂随风扬，祝福到问候来，注意身体保健康，小小短信情谊长，真挚关心暖心肠，祝愿朋友幸福安康!

十五、 天冷了，大树都发抖了，小草都打冷颤了，老牛都烧碳取暖了，小白兔都穿羽绒了，蚂蚁都买暖水袋了，小强都冬眠了，你还看什么呢?今天寒露，赶快多穿件衣服吧!

十六、 比初秋更晚的是深秋，比白露更冷的是寒露，比写信更好的是短信，比问候更好的是祝福。寒露时节，发条秘制的短信祝福你，愿你露露幸福，晒晒快乐，没事偷着乐。别只顾乐啦，天凉莫忘添衣裳，及时补充水分防秋燥。温馨祝愿，幸福绵长!

十七、 生活，要喝着“幸福露”;爱情，要品着“甜蜜露”;心情，要尝着“开心露”;祝福，要伴着过寒露;寒露时节，记得多喝水!

十八、 燕子归飞兰泣露，短信相思把情传，寒露到来，饮食要均，睡眠要足，精神调养，不可忽视，积极心态，乐观向上，愿你寒露快乐依然，健康依旧!

十九、 中秋过后夜夜凉，寒露需防燥邪伤。润肺生津脾胃养，防寒保暖记心上。健康加码别逞强，工作减负别硬扛。心理调节亦重要，风起叶落莫感伤。

二十、 寒露到来气温降，莫要心寒躲进房。空调暖气都开放，害怕寒气把人伤。人体器官需锻炼，要与寒冷抗一抗。参加锻炼身体强，寒冷面前不慌张。身体健康人快乐，家庭幸福笑容漾。寒露到了，祝你身体健康!

二十一、 寒露际，雁将去，楼高无语花含泣。昨夜风，今日雨，桂花飘香有记忆。尽相思，无限意，明月楼高休独依。短信至，问候时，秋雨寒露要添衣。

二十二、 寒露到，秋风秋雨渐渐进多，天气由热转凉。健康小贴士：少食辛辣，多食温性物;加强锻炼，多饮水;少食冷饮，多食鲜蔬和鲜果。以平和的心态对待一切事物。

二十三、 抛掉秋分努力后的疲惫，认真工作的压力;敞开怀抱，迎接寒露的冰爽来到，脱掉烦恼的外套，让快乐围绕;祝你寒露顺利逍遥!

二十四、 一个字一个字打着这条短信，一句一句诉说着心里的祝福，我命令你的手机帮我传达对你的情谊：寒露到了，多添衣物，照顾好自己。

二十五、 恭喜你中了6份奖：一等奖快乐;二等奖健康;三等奖吉祥;四等奖幸福;五等奖好运;六等奖祝福，祝你寒露好运幸福吉祥健康快乐全部搬回家!

二十六、 寒露到来天已冷，身体不舒少出门。腿腰寒疾要注意，防寒受凉添厚衣。护膝裹腿早带上，免得风寒受折磨。愿你寒露强气魄，享受生活好时光。寒露怡情!

二十七、 寒露降，晶晶亮;菊花黄，天地香;日渐短，思更长;天渐凉，情滚烫;雁南翔，心随往;短信息，诉衷肠。愿您寒露温暖驻心房。

二十八、 寒露节气候鸟叫，寒水伴着快乐到。寒稻点头心情妙，寒气围绕把被抱。寒天短信心里暖，寒风来了把衣添。愿身体安康，寒露快乐。

二十九、 寒露节气悄悄到，昼热夜凉易感冒。早睡早起身体好，水果蔬菜不能少。早餐注意要吃好，多喝开水无病扰。祝福送你福满多，天天开心天天笑!

三十、 寒露到了天变凉，添衣加被莫忘记，健康第一放心上，发条短信提个醒，望你千万别着凉。寒露心欢畅，天凉心不凉，祝你快乐长又长。

三十一、 寒露时节到，昼热夜更冷。天气变干燥，饮水保肌肤。养生在润肺，饮食要益胃。出门勤添衣，睡觉莫踢被。朋友来问候，关心胜凉意：小心别感冒哦^^

三十二、 潇潇暮雨落花残，一阵秋风一阵寒。信手拈笺濡浅墨，相思二字起无端。惦记朋友在心间，一言一句是心声。今天寒露天凉了，送上暖暖小问候：注意保暖哦。

三十三、 我的祝福从中秋出发，途径国庆与寒露，带着国庆的喜悦欢庆，带着寒露的丰收美满，汇聚其之精华，采集四季之芬芳，只为送你一声问候：世界邮政日快乐!

三十四、 一阵秋雨一阵凉，今天是寒露，微风袭来，传达寒意，落叶飘来，传达忧伤，短信发来，传达友情，祝福送来，传达关怀，朋友，天冷别忘添衣裳，祝你健康!

三十五、 一把芝麻添蜂蜜，养肺润肠补力气;一兜水果莫缺梨，养颜排毒不分离;一片宽心胸开阔，神清气爽快乐过;一声问候嘱添祝福，添衣保暖身舒服。寒露快乐!

三十六、 一阵秋风一阵凉，一瓣桂花扑鼻香，一份真情永难忘，一心牵挂无处藏，一条短信送祝福，一个问候暖心房，寒露到，天冷别忘天衣裳，祝你身体健健康康!

三十七、 白露身不露，寒露脚不露。寒露，是热冷交替的开始。此节气的养生宜以润肺生津、健脾益胃为主，要注意保暖防寒，防止季节交换的感冒发热。

提起二十四节气，许多人都会下意识地接一句：“知道！中国有二十四个节气！”但是，对这些节气，你又了解多少呢？随着年龄的增长，学习的知识越来越多，也接触了不少的节气知识，但我还是觉得自己对节气不熟，背下了节气歌，也只是认识了这个所谓的“节气”而已。

暑假里，我充分地了解了中国的二十四个节气。有人可能会疑惑地问：“暑假中只有两个节气，可节气一共有二十四个，一个暑假，你怎么可能会了解完二十四个节气？”其实，我是看了肖复兴老师写的有关于中国节气的这本书书，认识了二十四个节气，并且跟它们打成了一片！

二十四节气是根据太阳在黄道（即地球绕太阳公转的轨道）上的位置来划分的。在春秋时期，就已经有了仲春，仲夏，仲秋和仲冬四个节气，后来到了《淮南子》一书的时候，就有了和现代完全一样的二十四节气。

立春，就是春天的开始；雨水，表示气候逐渐回暖，冰雪融化，大地复苏……每个节气都有各自所代表的含义，连起来就是一首优美的诗：“春雨惊春清谷天，夏满芒夏暑相连。秋露露秋寒霜降，冬雪雪冬小大寒。”我最喜欢，最期待的节气就是大雪，漫天飞舞的雪花，犹如一个个可爱的小精灵，孩子就可以到窗外打雪仗，滚雪球，堆雪人，可惜，我们身处南方，很少能够看到这种美丽的景色。

二十四节气既是古老的文化和趣意，也是承载了民族和民俗文化的密码锁，你只要拿起这把密码锁，打开传统文化的闸盒，就能够领会它的奥妙；整本书图文并茂，文字优美，生动有趣，图画精致，活灵活现。对于还是小学生的我们来说，这本书的颜值已经十分的高了。

看完这本书后，我不得不承认，肖复兴老师讲的故事真的十分有趣，每一个节气，已经不再是像度娘上的官方回答，死板无趣，而是加上了自己的生活经历，感想，还有古诗等等内容，让我情不自禁地就深陷故事的情节……

在这本书中，我不仅收获了阅读的快乐，还有新的知识，让我了解了大自然的神奇和中国传统劳动人民的智慧！传统文化的知识一定不止于二十四节气，期待下一次与传统文化的邂逅……

大埔县高陂中心小学 504班 罗依桐 指导老师：黄爱群

雨水和谷雨、小雪、大雪一样，都是反映降水现象的节气。这天通常出嫁的女儿要回家探望父母，要给母亲送一段红绸和炖一罐肉。下面是小编为你带来的雨水节气祝福语大全，欢迎阅读。

1、 小楼一夜听春雨，缠缠绵绵多少情。去年东篱菊花丛，淅淅沥沥竹叶青。幽思迷蒙去旅行，小楼听雨到天明。春风春雨春无情，梦里花落悄无声。花样年华花样梦，走出雨季见彩虹。雨水时节，祝你快乐!

2、 快乐的天空下一阵感动的雨，感情更浓厚;奋斗的大地降一场团结雨，友谊更真诚。小雨时节，祝你工作顺利，家庭幸福，天天好心情。

3、自然世界有风雨，万物滋润干枯离。人生之路有风雨，朋友身边陪伴你。小雨怡情风景美，大雨冲刷烦恼去。雨水时节祝福你，快快乐乐直到底!

4、雨打浮萍，隔窗悠然谛听，奏响初春乐章，点燃青春梦想。雨水节气喜气扬，小雨浸润心田祥。洒向人间雨水情，小河流淌鸟儿唱。春雨浇洒草木艳，百花盛开满园香。

5、雨水使山青物茂小溪欢唱，花儿盛开万物生机怏然，浸润着山川原野，浇灌着青草绿地，供给着鲜花百鸟动物，养育着人类美化着环境，给了万物生命。雨水节愿你满脸春风!

6、雨水到了，愿雨水给你带来好运，事事顺利成功拥抱;愿雨水给你带来幸福，生活快乐天天欢笑;愿雨水给你带来友情，祝福声声身边围绕。祝雨水快乐!

7、缠绵的细雨是快乐的甘露，滋润着春光无限，绵柔的雨丝是幸福的甘泉，灌溉着生机无穷，雨水时节，愿无限的春光带给你欢光不断，无穷的生机带给你惬意不尽。雨水快乐!

8、莫道雨水真烦人，滴滴答答乱人心。我言雨水有深恩，浇灌万物育生灵。百花绽放因雨润，柳树吐绿因雨情。谷物生长靠雨水，你我浪漫雨中行。雨水到了，愿你有个好心情!

9、细雨荡轻尘，柳绿客舍新，一片清凉意，无忧乐在心。春雨杳无踪，滋润万物生，种下幸福子，长成欢乐藤，盛开吉祥花，结出如意果，快乐好时光，美满新生活。雨水时节，快乐伴随你，让你幸福一生!

10、细雨如丝柔情缱倦缠绵，可是千里之长的缘分线，一头连着绿色的希望，一头连着红色的梦想，一段是快乐的记忆，一段是开心的飞扬。好雨喜雨带给你幸运如意，早春轻寒记着添衣。

11、小雨时节空气新，大街小巷无灰尘。公园草地色嫩绿，春雨滋润又新生。百花齐放五彩图，雨中更显妖娆情。春雷阵阵传鼓声，催促幸福快点临。祝你小雨时节心快乐，事业生活双丰收!

12、小雨时节雨淅沥，新鲜空气处处闻。不见灰尘满街舞，但见花苞带雨满园春。路人匆匆脚步忙，趁着春光无限快启程。努力工作干劲足，不要辜负春雨滋润情。祝你小雨时节工作顺，快快乐乐每一天!

13、一场春雨一场暖，雨水到来天不寒，和风细雨润万物，滴滴都是我思念，风吹雨打咚咚响，好运就在今日降，问候声声我发送，愿幸福常把你跟踪，健康快乐乐无穷!

14、雨水时节风光好，花褪残红青杏小，红花绿柳枝头绕，莺歌燕舞春意闹，叮咚泉水快乐谣，细雨一滴洗烦恼，问候随风情切切，愿你雨润生活更逍遥!

15、快乐春风融化了浪漫冬雪，多情的太阳随后制成吉祥水蒸气，半空遇到幸运冷空气，化作希望小雨滴，点点飘落送给幸福的你，愿雨水时节给你不一样的甜蜜!

16、快乐，化作顺心雨，滋润你生活;吉祥，化作幸福雨，滋润你爱情;健康，化作平安雨，滋润你身体;问候，化作祝福雨，滋润你人生。雨水时节，祝你快乐!

17、雨水时节空气润，调养脾肺好时机，健康饮食要牢记，新鲜蔬果排第一，甘蔗蜂蜜多吃梨，花椒茴香是禁忌，中药调节要注意，沙参白菊最适宜，少哭少怒别心急，愿你越变越美丽!

18、细雨飘飞精神爽，小雨滴答喜气添，大雨倾盆福满聚，暴雨袭来，嘿嘿，赶紧躲!雨水时节，祝你健康快乐，平安顺利!

19、春雨蒙蒙情无限，滴滴雨声胜管弦。牵手相拥窗台前，细语倾诉我心愿。但愿春雨莫要停，你我情开花不败。祝雨水节气，健康快乐!

20、雨水将到喜洋洋，祝福问候到身旁，飘飘洒洒落肩膀，愿君接纳永收藏。愿君：事业顺，财源广，爱情美，身体棒，心情好，福运旺!

21、春雨贵如油，滋润万物生，滴滴传情意，丝丝寄相思，春虽回大地，乍暖天还寒，出门多添衣，注意防感冒，雨水节气到，为君送祝福，愿你开心伴，幸福花儿开，日子比蜜甜，雨水节快乐!

22、智慧的春雨滋润辛劳的种子，萌芽成功;缘分的喜雨滋润感情的种子，生长爱情;祝福的好雨滋润开心的种子，送你好心情。小雨快乐哦。

23、小雨滴，滴开了暖风，阵阵吹心窝!小雨滴，滴开了笑颜，朵朵喜相逢!小雨滴，滴开了好运，连连到家门!小雨滴，滴开了祝福，送给你，愿你雨水开心!

24、春风化雨潜入梦，滋润心灵细无声。红梅带雨滴滴浓，窗帘半卷响风铃。最是慵懒赏春景，雨水不解满园情。滚烫咖啡御春冷，新书遮面听雨情。祝：悠闲生活，雨水快乐!

25、雨水节气好天气，大地回暖有寒意，根据温度増减衣，莫让感冒来袭击，新鲜蔬菜护肝脾，外出锻炼身心益，多喝开水护元气，心情开朗不生气，快快乐乐不求医，健康身体属于你!

26、让快乐的雨丝飘走愁烦苦恼，让平安的雨滴淅沥所有伤病，让成功的雨点点缀心中希望，让幸福的雨花芬芳甜蜜生活。雨水节气，祝你心情舒畅，幸福安康!

27、雨水到来万物欢，中华大地更妖娆。雨润青山山富饶，溪水潺潺树丰茂。百花感谢雨水恩，开开心心绽花苞。山美水美人更美，我送祝福身边到。祝你雨水没烦恼，万事顺利开怀笑!

28、雨水充盈了小河，流水潺潺歌声四起欢奔泻流。流淌着希望幸福美好，浇灌米粮川，滋润和苗山。雨露桃花红，万物生命泉。雨水季到了，愿朋友帷幄踌躇早计划，雨水浇灌幸福花!

29、赏一次春天的花开，感受幸福;看一次春天的日出，体会壮观;种一粒春天的种子，触摸希望;淋一场春天的雨水，带来好运。雨水到了，真心祝愿你好运连连!

30、细雨绵绵情丝缠，小溪流水潺潺唱。百鸟朝凤花儿绽，燕子捕食扑飞蝉。春暖花红情爱恋，情人携手柳岸边。摘朵红花插发间，花前湖亭留影相。愿你春暖雨水季，早定终身情雨淋。

早立秋冷飕飕，晚立秋热死牛

立秋过后，还有‘(秋)老虎’在一头

秋前秋后一场雨，白露前后一场风

立秋下雨人欢乐，处暑下雨万人愁

立秋处暑有阵头，三秋天气多雨水

秋前北风马上雨，秋后北风无滴水

立秋无雨秋干热，立秋有雨秋落落

雷打秋，冬半收

立秋晴一日，农夫不用力

立秋无雨是空秋，万物历来一半收

秋不凉，籽不黄

立秋十天遍地黄

立秋十八天，寸草皆结顶

立夏栽茄子，立秋吃茄子

立秋荞麦白露花，寒露荞麦收到家

立秋摘花椒，白露打胡桃

霜降摘柿子，立冬打软枣

七月立秋慢溜溜，六月立秋快加油

立秋拿住手，还收三五斗

头伏芝麻二伏豆，晚粟种到立秋后

立秋棉管好，整枝不可少

立秋种芝麻，老死不开花

立了秋，便把扇子丢

一场秋雨一场寒

十场秋雨要穿棉

白露身不露，秋后少游水

立秋洗肚子，不长痱子拉肚子

秋天宜收不宜散

秋不食辛辣,不食肺

六月立秋紧丢丢,七月立秋秋里游.(闽南)

立秋晴,一秋晴;立秋雨,一秋雨(江苏)

立秋不立秋，六月二十头。

立了秋，挂锄钩。

立了秋，把扇丢。

立秋三天，寸草结籽。

立秋三天，遍地红。

一场秋雨一场寒，十场秋雨要穿棉。

立秋荞麦白露花，寒露荞麦收到家。

立秋一场雨，夏衣高捆起。

立秋栽葱，白露栽蒜。

立秋胡桃白露梨，寒露柿子红了皮。

秋后加一伏。

秋耕深，春耕浅。

秋后的蚊子，飞不了几天。

秋后的蚂蚱，还能蹦几蹦。

立秋后三场雨,夏布衣裳高搁起。

立秋之日凉风至。

早上立了秋，晚上凉嗖嗖

大寒到，北风呼啸，雪花飘飘，短信报道，送上一盆炭火，让它温暖你的心房;送上一组暖气，把它安装在你的睡房;送上一份关爱，让它存在你的手机上。大寒到了，祝你健康又快乐!

雪花舞着西风，滚动着快乐喜悦的雪球，向着东方欢奔而去。松柏傲迎寒风无动于終，向让人们躬身招手示意，发出嗡嗡的呼啸声，告诉人们“大寒”季节来临，回家度寒过严冬，防止冻坏你身体。祝你大寒幸福快乐每一天，健康愉悦一冬天。

大寒大寒，冬天不愁，人家有空调，你有我的问候。大寒节气，用我温暖的问候融化你的忧愁，用我热情的文字燃烧你的快乐，祝你幸福健康。

寒雪，飞舞出温馨的美景;寒雾，弥漫着浪漫的迷离;寒风，呼啸着浓浓的思念;寒冰，融入着真心的问候。大寒时节，温暖的祝福送给你，我亲爱的朋友，愿你快乐过寒冬，幸福每一天。

大寒时节虽然冷，祝福短信不能省：一把祝愿撒给你，二目都是我关心，三生有幸做朋友，四面狂风我来扛，舞天动地飘雪花，六六踏出平安路，骑上神马跑几圈，八股寒气全击退，久久热乎绕你转，十足开心迎大寒!

大寒来临气温低，添衣加帽护腰膝，早睡晚起养精锐，劳逸结合身体健，养成泡脚好习惯，畅通血脉好睡眠，生姜红糖煮水饮，温散风寒周身暖，小米熬粥多喝点，健脾养胃功效显。情浓关怀已送到，愿你快乐安康伴!

用拼搏，散去寒意;用勇闯，驱赶冷意;用坚持，战胜冻意;用毅力，俘虏冰意;用成功，升起暖意;用舒心，散发温意;用团聚，保持顺意;用喜庆，增添美意;祝愿你，大寒不寒，温暖常伴!

用拼搏能散去寒意;用勇敢能驱赶冷意;用坚持能战胜冻意;用毅力能俘虏冰意;用成功能升起暖意;用舒心能散发温意;用团聚能保持顺意;用喜庆能增添美意。祝愿你大寒不寒温暖常伴!

大寒日，为你送上保健大餐：龙腾飞跃的健康酒，鸡祥如意的好运粥，连年有鱼的幸福肴，菜源大发的如意馐，玉兔呈祥的平安面，硕果累累的吃进口。祝大寒愉快!

累了，看看花开花谢，给心灵一份轻松;烦了，看看潮起潮落，给生活一份惬意;冷了;看看我的祝福。大寒到了，愿你保重身体，照顾好自己!

冰天冻地大寒起，寒露凝霜雾朦胧;牵挂不断涌心头，情意绵绵送叮咛;防寒保暖要及时，适当锻炼保健康;睡前泡脚好习惯，保持愉悦好心情;温馨问候送给你，暖流直奔你心间;祝福朋友体健安，幸福快乐过寒冬。大寒快乐!

大寒时节到，气温已降低;出门加衣裳，千万莫忘记;偶尔喝碗枸杞汤，安神养血气;锻炼要及时，增强免疫力，愿健康永远陪伴你!

落叶飘零方知严冬冷酷，寒风曼舞方觉阳光温暖，大寒降温感叹形单影只，一条短信凝聚思念情缘，无声祝福送去温馨挂念，愿大寒时节，加强锻炼，保重身体，一切安好。

大寒节气雪花飘，万里山河裹银装，红梅绽放迎严寒，太阳洒下幸福光，一份祝福越冰川，真情厚意短信传，快乐总把你来绕，好运常常把你抱，大寒节气，愿你乐相伴，福相随!

大寒气温急速降，养生之道中收藏，防风保暖记心上，御寒时时不能忘，进食补，要养阳，早晚喝完热姜汤，精神勿躁宜静养，怒气勿生宜安详，身体心理都调养，年年岁岁保健康!

一句温暖的话语胜过冬日暖阳，一句贴心的问候伴你漫漫寒夜，一句温馨的祝愿带去深深惦念，大寒时节，天虽冷，心却暖，愿君添衣保暖勤锻炼，心情美丽每一天。

寒从脚底生，踩踩祝福就变暖了;烦从孤寂来，聊聊开心就舒展了;病自呆滞起，走走健康就跟你眨眼了;喜伴分享到，聚聚畅饮酒量都增添了。大寒快乐。

大地冻得皴裂，小树挂起冰花，岁末招手作别，春节走到眼前。让友谊携手吉祥，爱心传递温暖，亲情播撒春天，幸福不再遥远。岁末大寒，注意加衣保暖!

联系久了，幸福才能不断;祝福多了，关系才能不变淡;问候多了，情谊才能更深远;衣服多了，冷意才能不侵犯;朋友多了，提醒更要到身边;大寒节气，一丝温暖把情谊相连，幸福味道贵在简单温暖，愿你温暖健康，快乐不随天冷淡。

大寒时节又来到，温馨提示少不了，早睡早起身体好，防寒御风要做到，每晚睡前烫双脚，补肝益气疾病掉，心情舒畅保持好，黄绿蔬菜顿顿妙，小小口诀心中咏，保你今冬壮又健。祝愿您健康平安度大寒!

大寒里，刮来的不是寒风，是我悠长的思念;飘下的不是寒雪，是我堆积的惦记;袭来的不是寒意，是我温馨的问候;我发的不是短信，是我虔诚的祝福。祝你大寒无寒感，温暖常相伴，幸福乐绵绵。大寒快乐!

短信到，开颜笑，眼前寒冷即刻消;问候传，心里暖，冰雪融化风不啸;祝福绕，好运到，万事顺利成功抱。大寒到了，祝你健康如意!

寒潮来势汹汹，难挡情意融融。短信表我寸心，祝福从天降临。愿友快乐不断，绽放幸福笑颜。健康守护左右，平安伴你长久。大寒快乐。

大寒已来到，北风呼呼啸，雪花凑热闹，誓与人比高。我送问候到，祝福身边绕，快乐无烦恼。任你风怒吼，任你雪花飘，我自乐逍遥。祝大寒快乐健康!

立夏前后天干燥，火龙往往少不了(火龙指红蜘蛛)。

风生火龙雾生疸。

麦拔节，蛾子来，麦怀胎，虫出来(指粘虫)。

小表开花虫长大，消灭幼虫于立夏。

豌豆立了夏，一夜一个杈。

立夏大插薯。

清明秫秫谷雨花，立夏前后栽地瓜。

立夏芝麻小满谷。

立夏的玉米谷雨的谷。

立夏种绿豆。

地头岩头坝窝头，春种芝麻秋打油。

季节到立夏，先种黍子后种麻。

立夏前后种络麻。

立夏种麻，七股八杈。

立夏前后，种瓜点豆。

立夏种姜，夏至收“娘”。

立夏栽稻子，小满种芝麻。

四月插秧(早稻)谷满仓，五月插秧一场光。

先栽浅，后栽深，春秧就插三五根。

头遍开，二遍栽，三遍四遍跑起来。

头遍苗，二遍草，三遍四遍顺垄跑。

头遍高粱，二遍谷，三遍棉花要深锄。

盐碱地，勤中耕，才有季季好收成。

见草锄草工夫到，才能保证收成好。

无雨锄地，有雨补苗。

苗子不全，及早补填。

移苗要保活，必须带泥坨。

一边一铁锨，末后连窝端。

多带老娘土，阴水两把捂。

苗子补严，间定莫慢。

定苗带个篮，蚜株移出田。

节气到立夏，就把小苗挖。

棉花鏊子腿，谷子羊屙屎。麦子下种子隔子，谷子留苗屙屎。

要想吃小米，谷子羊屙屎。

稀留密，密留稀，不稀不密留壮的。

春天恋了苗，秋后收得薄。

草荒荒一时，苗荒荒一季。

苗荒甚于草荒。

草夹苗，不长苗;苗接苗，不长桃。

苗荒苗，不结桃。

留苗过稀，后悔莫及。

苗过稀长草，苗过密易倒。

高粱稠了难通风，秸倒粒瘪减收成。

稠倒高粱稀倒谷。

稠谷稀麦，十有九坏。

稠谷好看，稀谷吃饭。

不稀不稠，才能丰收。

适当密植不误地，一季收成顶两季。

不稀不稠庄稼旺，秋收到来粮满仓。

留苗不长眼，管好也减产。

拣苗如上粪。

谷茎圆，莠茎扁，莠草脆硬，谷叶绵。

谷子根扩杈，莠草杈扩杈。

挖苗不除根，大棵抱小孙。

留苗多少看地力，兼顾品种下霜期，千万不搞一刀齐(棉)。

不密不稀，三千六七。

不密不稀，三千六七，薄地还可五、六、七(千)。

棉花不要多，三千六百棵。 种棉放虫棉花定了苗，株间快松挠。

早中耕，地发暖，勤中耕，地不板，深中耕根多苗壮节间短。

狠锄行间，细锄行边，匀搂株间，保墒保暖。

锄头早，僵瓣少。

棉花勤锄草，秋后拾花早。

力量麦子锄头谷。

锄草不论遍，越锄越好看。

护根草，长到老。

垄里有根草，好似毒蛇咬。

丰产不丰产，全靠掏垄眼。

要想虫害少，除尽田边草。

地边锄杂草，病虫都减少。

地湿温低苗病重，深锄勤锄病减轻。

春锄杂草少，夏锄棉苗好，秋锄如拾金，冬穿新棉袄。

不怕苗子小，就怕虫子咬。

苗要好，除虫早。

治虫没有巧，治早治小又治了。

少了不治虫，多了治不净。

小时治不净，大了就有抗药性。

虫子危害细查看，对症下药是关键。

蝼蛄危害呈丝线，金针虫害有孔眼，蛴螬齐茬根茎断。

一看红彤彤，庄稼生火龙(红蜘蛛)

小麦开花，蚂蚱跳打。

旱涝荒蝗紧相连。

先涝后旱，蚂蚱成片。

杈多株矮心皱肿，玉米得了病毒病。

苹果梨子早疏果，密度适当产果多。

三三见九少，二五一十多。

枣步曲，危害大，防治不能过立夏。

种地要三壮：人壮、地壮、牲口壮。

畜是农家宝，全凭饲养好。

人凭饭养，畜凭草养。

没有砖瓦难盖楼，没有草料难喂牛。

够不够，三千六(一头牲口一年吃3600斤干草)。

青草、格荛，强似喂料。

寸草铡三刀，无料也上膘。

草细如加料。

把草把料，牲口欢跳。

把草把料马没饱，草料半槽顶住了。

先草后料，四角拌到。

勤添少给，无料也肥。

先草后料，少给勤添，一直吃到亮了天。

牛要喂饱，马要夜草。

马无夜草不肥。

同样草，同样料，不同喂法不同膘。

牲口喂花草，无料也上膘。

饲料多样，定时定量。

马吃寸草牛吃屑，猪吃糟糠能上膘。

牲口越肥越顶戗。

若要牲口把膘保，千万莫喂霉烂草。

牛猪细草料，骡马囫囵粮。

喂豆饼，两得利，肥了牲口壮了地。

忙时喂嘴，闲时喂腿。

马无夜草不胖，牛不足饮不壮。

牛喝一个大肚子，就能抵挡一阵子。

常喂喂在腿上，现喂喂在嘴上。

饮马三提缰。

草膘、料力、水精神。

年驴月马十天看老牛。

客守货，船掌舵，喂牛看着牛倒沫。

有病无病，倒沫为证。

干完活，驴打滚，牛倒沫。

只要牛出满鼻汗，不倒沫也能接着干。

养牛要知牛脾气，喂养使活要仔细。

勤刷毛，膘头好，舒筋活血疾病少。

一日三挠，等于加料。

一日刷三刷，强如喂芝麻。

好喂不如好使。

饥无劲，饱无劲，不饥不饱才有劲。

小毛驴，真格靠，黑白轴转疾病少。

长拉套，短驾辕。

长犁、短耙、高吊磙。

不怕使十天，就怕猛三赶。

马骑前，驴骑后，骡子骑当中。

老马识途。

能驮千斤，不驮偏沉。

毛驴脾气怪，骑着倒比牵着快。

懒驴上套屎尿多。

一个槽上拴不住两个叫驴。

饲料多样，猪体肥壮。

猪吃百样草，看你找不找。

猪吃百样草，发酵喂更好。

猪菜切得细，如同加白米。

熟食焖烂，一天斤半。

先稀后稠，猪大如牛。

有了水浮莲，养猪不赔钱。

猪喂一盆食，牛喂一把草。

人下饭桌猪上槽。

糟糠出猪，粪草出鱼。

一个猪娃不吃糠，两个猪娃吃得香。

槽内无食猪拱猪。

老母猪护崽十八天，豁出命来和狼干。

小猪崽，十八天，吃食不吃奶。

猪要肥，吃饱睡。

猪困长肉。

牛栏要通风，猪圈要软松。

猪要喂好，窝干食饱。

圈干槽净，猪不生病。

养猪无巧，圈干食饱。

温食暖圈，一天斤半。

冬天暖，夏天凉，伏天不要晒太阳。

早秧七八九，晚秧四五六。

早一把，晚七根，糯稻田里打独身。

立夏三日正锄田。

锄板响，庄稼长。

棉花听着人的脚步长。

要想庄稼好，田间锄草要趁早。

种在犁上，收在锄上。

锄下有水也有火。

夏天不锄地，冬天饿肚皮。

干锄湿，湿锄干，不干不湿锄个暄。

早锄地暖，深锄不板，多锄旱涝双保险。

头遍锄不好，到老一地草。

春锄深，夏锄浅，秋天锄地似刮脸(指早春作物)。

头遍浅，二遍深，三遍四遍下狠心，五、六、七遍莫伤根。

头遍挖(间苗)，二遍抓(深锄)，三遍四遍大锄拉(浅快锄)。

能掐会算，钱粮不断。

细水长流，吃穿不愁。

吃不穷，穿不穷，算计不到就受穷。

节约要从入仓起，船到江心补漏迟。

能叫囤尖省，不叫囤底空。

家里有个节约手，一年吃穿不用愁。

不会省着，窟窿等着。

有钱常想无钱日，莫到无时思有时。

燕子衔泥垒大窝。

一年不吸烟，省个大黄犍。

一天省一把，十年买匹马。

一天节省一根线，十年能织一匹绢。

平常不喝酒，零钱手里有。

勤扫院子清地皮，三年能买一头驴。

一天节省一两粮，十年要用囤来量。

院内院外打扫净，过好年来讲卫生。

乡富村富家富共走致富路，山收水收田收同唱丰收歌。

农林牧副渔五业并举，东西南北中四方繁荣。

是我国古代历法的重要组成部分。古人根据太阳一年内的位置变化以及所引起的地面气候的演变次序，把一年三百六十五又四分之一的天数分成二十四段，分列在十二个月中，以反映四季、气温、物候等情况，这就是二十四节气。每月分为两段，月首叫“节气”，月中叫“中气”。二十四节气的名称和顺序为：

正月立春、雨水二月惊蛰、春分

三月清明、谷雨四月立夏、小满

五月芒种、夏至六月小暑、大暑

七月立秋、处暑八月白露、秋分

九月寒露、霜降十月立冬、小雪

十一月大雪、冬至十二月小寒、大寒

为了便于记忆，人们编出了歌谣：“春雨惊春清谷天，夏满芒夏暑相连，秋处露秋寒霜降，冬雪雪冬小大寒。”古诗文中常用二十四节气来纪日，如《扬州慢》：“淳熙丙申至日，予过维扬。”夏至白天最长，冬至白天最短，因而古人称夏至、冬至为至日，这里指冬至。

我，一棵普通的小草，过着平凡的生活，春天发芽，夏天生长，秋天枯黄，冬天钻进泥土里，可你知道我们小草是根据什么来生长的吗？

当听到第一声春雷时，我就知道惊蛰到了，从这一天开始，我要努力地向上生长。这一声春雷唤醒了我，唤醒了我的同伴，也唤醒了沉睡了一个冬天的动物们，提醒人们春天来了，要进入春耕忙碌的季节啦！在这里小草我提醒农民伯伯们：惊蛰气温升高迅速，但雨量有限，请农民伯伯们一定要照顾农作物，不要让它们长时间口渴哦！

当我看到一片秧苗嫩绿嫩绿时，我便知道芒种来了，在这段时间里，我要更加努力地向上生长。这段日子是最难熬的了，不是每天烈日当空晒得我口干舌燥，就是连续十几天阴雨绵绵。每到这个时候，我就祈祷这段日子快点过去。

每当我看到荷花凋谢，菊花、山茶争奇斗艳，我便明白寒露来了。我要开始枯黄，做好钻到泥土里的准备了。这时，我看到农民伯伯们，虽然忙得不可开交，但脸上挂满了喜悦的笑容，秋天不愧是收获的季节！

当我闻到一阵阵清香的腊梅香味时，我心里思忖着：立春来了，我要赶紧积蓄力量，集中水分，时刻准备破土而出。过了一个冬天，外面肯定是一个生气勃勃的世界了。

二十四节气，它代表了我们祖先的智慧。我们祖先通过很长时间的观察，才将它们准确的记录下来。我们应该要为二十四节气，更要为我们的祖先感到自豪！

下面的材料旨在丰富学生在是非问题写作方面的思想和语言，考生在复习时可以先分类阅读这些篇章，然后尝试写相关方面的作文题。

对于素材中用黑体字的部分，特别建议你熟读，背诵，因为它们在语言和观点上都值得吸收。学习语言的人应该明白，表达能力和思想深度都靠日积月累，潜移默化。从某种意义上说，提高英语写作能力无捷径可走，你必须大段背诵英语文章才能逐渐形成语感和用英语进行表达的能力。这一关，没有任何人能代替你过。

因此，建议你下点苦功夫，把背单词的精神拿出来背诵文章。何况，并不是要求你背了之后永远牢记在心：你可以这个星期背，下个星期忘。这没有关系，相信你的大脑具有神奇的能力。背了工具箱里的文章后，你会惊讶的发现：I can think in English now！

1.?????? Proverbs

1. A graduation ceremony is an event where the commencement speaker tells thousands of students dressed in identical caps and gowns that individuality is the key to success.

2. The primary purpose of a liberal education is to make one’s mind a pleasant place in which to spend one’s time.

3. Next in importance to freedom and justice is popular education, without which neither freedom nor justice can be permanently maintained.

4. The classroom--not the trench--is the frontier of freedom now and forevermore.

5. Education’s purpose is to replace an empty mind with an open one.

6. It is the purpose of education to help us become autonomous, creative, inquiring people who have the will and intelligence to create our own destiny.

7. You see, real ongoing, lifelong education doesn’t answer questions; it provokes them.

8. People will pay more to be entertained than educated.

9.the most important function of education at any level is to develop the personality of the individual and the significance of his life to himself and to others. This is the basic architecture of a life; the rest is ornamentation and decoration of the structure.

10. The essence of our efforts to see that every child has a chance must be to assure each as equal opportunity, not to become equal, but to become different-to realize whatever unique potential of body, mind, and spirit he or she possesses.

11. A great teacher never strives to explain his vision-he simply invites you to stand beside him and see for yourself.

12. If you can read and don’, you are an illiterate by choice.

2. Damaging Research

A study by National Parent-Teacher Organization revealed that in the average American school, eighteen negatives are identified for every positive that is pointed out. The Wisconsin study revealed that when children enter the first grade, 80 percent of them feel pretty good themselves, but by the time they get to the sixth grade, only 10 percent of them have good self-images.

3. Education and Citizenship

An important aspect of education in the United States is the relationship between education and citizenship. Throughout its history this nation has emphasized public education as a means of transmitting democratic values, creating equality of opportunity, and preparing new generations of citizens to function in society. In addition, the schools have been expected to help shape society itself. During the 1950s, for example, efforts to combat racial segregation focused on the schools. Later, when the Soviet Union launched the first orbiting satellite, American schools and colleges came under intense pressure and were offered many incentives to improve their science and mathematics programs so that the nations would not fall behind the Soviet Union in scientific and technological capabilities.

Education is often viewed as a tool for solving social problems, especially social inequality. The schools, t is thought, can transform young people from vastly different backgrounds into competent, upwardly mobile adults. Yet these goals seem almost impossible to attain. In recent years, in fact, public education has been at the center of numerous controversies arising from the gap between the ideal and the reality. Part of the problem is that different groups in society have different have different expectations. Some feel that children should be taught basic job-related skills; still others believe education should not only prepare children to compete in society but also help them maintain their cultural identity (and, in the case of Hispanic children, their language). On the other hand, policymakers concerned with education emphasize the need to increase the level of student achievement and to improve parents in their children’s education.

Some reformers and critics have called attention to the need to link formal schooling with programs designed to address social problems. Sociologist Charles Moscos, for example, is a leader in the movement to expand programs like the Peace Corps, Vista, and Outward Bound into a system of voluntary national service. National service, as Moscos defines it, would entail “the full-time undertaking of public duties by young people whether as citizen soldiers or civilian servers-who are paid subsistence wages” and serve for at least one year. In return for this period of service, the volunteers would receive assistance in paying for college or other educational expenses.

Advocates of national service and school-to-work programs believe that education does not have to be confined to formal schooling. In devising strategies to provide opportunities for young people to serve their society, they emphasize the educational value of citizenship experiences gained outside the classroom. At this writing there is little indication that national service will become a new educational institution in the United States, although the concept is steadily gaining support among educators and social critics.

4. The Teacher’s Role

Given the undeniable importance of classroom experience, sociologists have done a considerable amount of research on what goes on in the classroom. Often they start from the premise that, along with the influence of peers, students’ experiences in the classroom are of central importance to their later development. One study examined the impact of a single first-grade teacher on her students’ subsequent adult status. The surprising results of this study have important implications. It is evident that good teachers can make a big difference in children’s lives, a fact that gives increased urgency to the need to improve the quality of primary-school teaching. The reforms carried out by educational leaders like James Comer suggest that when good teaching is combined with high levels of parental involvement the results can be even more dramatic.

Because the role of the teacher is to change the learner in some way, the teacher-student relationship is an important part of education. Sociologists have pointed out that this relationship is asymmetrical or unbalanced, with the teacher being in a position of authority and the student having little choice but to passively absorb the information provided by the teacher. In other words, in conventional classrooms there is little opportunity for the students to become actively involved in the learning process. On the other hand, students often develop strategies for undercutting the teacher’s authority: mentally withdrawing, interrupting, and the like. Hence, much current research assumes that students and teachers influence each other instead of assuming that the influence is always in a single direction.

5. Education Philosophy

For the past fifty years our schools have operated on the theories of John Dewey (1859-1953), an American educator and writer. Dewey believed hat the school’s job was to enhance the natural development of the growing child, rather than to pour information, for which the child had no context, into him or her. In the Dewey system, the child becomes the active agent in his own education, rather than a passive receptacle for facts.

Consequently, American schools are very enthusiastic about teaching “life skills” –logical thinking, analysis, creative problem--solving. The actual content of the lessons is secondary to the process, which is supposed to train the child to be able to handle whatever life may present, including all the unknowns of the future. Students and teachers both regard pure memorization as an uncreative and somewhat vulgar.

In addition to “life skills”, schools are assigned to solve the ever growing stoke of social problems. Racism, teenage pregnancy, alcoholism, drug use, reckless driving, and are just a few of the modern problems that have appeared on the school curriculum.

This all contributes to a high degree of social awareness in American youngsters.

6. Student Life

To the students, the most notable difference between elementary school and the higher levels is that in junior high they start “changing classes”. This means that rather than spending the day in one classroom, they switch classrooms to meet their different teachers. This gives them three or four minutes between classes in the hallways, where a great deal of the important social action of high school traditionally takes place. Students have lockers in these hallways, around which thy congregate.

Society in general does not take the business of studying very seriously. Schoolchildren have a great deal of free time, which they are encouraged to fill with extracurricular activities—sports, clubs, cheerleading, scouts—supposed to inculcate such qualities as leadership, sportsmanship, ability to organize, etc. those who don’t become engaged in such activities or have afterschool jobs have plenty of opportunity to “hang out”, listen to teenager music, and watch television.

Compared to other nations, American students do not have much homework. Studies also show that American parents have lower expectations for their children’s success in school than other nationalities do. (Historically, there has not been much correlation between American school success and success in later life.) “He’s just not a scholar”, the American parents might say, content that their son is on the swim team and doesn’t take drugs. (Some of the young do choose to study hard, for reason of their own, such as determining that the road to riches lies through Harvard Business School.)

What American schools do effectively teach is the competitive method. In innumerable ways children are pitted against each other—whether in classroom discussion, spelling bees, reading groups, or tests. Every classroom is expected to produce a scattering of A’s and F’s (teachers often grade A=excellent; B=good; C=average; D=poor; and F=failed). A teacher who gives all A’s looks too soft—so students are aware that they are competing for the limited number of top marks.

Foreign students sometimes don’t understand that copying from other people’s papers or from books is considered wrong and taken seriously. Here, it is important to show that you have done your own work and are displaying your own knowledge. It is more important than helping your friends to pass, whom we think do not deserve to pass unless they can provide their own answers. Group effort goes against the competitive grain, and American students do not study together as many Asians do. Many Asians in this country consider their group study habits a large contributor to their school success.

7. Adult Education

After complaining about many aspects of American life, a 40-year-old woman from Hong Kong concluded, “But where else could someone my age go back to school and get a degree in social work? Here you can change your whole life, start a new business, do what you really want to do.”

So at least to this person, school requirements weren’t inhibiting. And to millions of others, adult education is the path to a new career, or if not to a new career, to a new outlook. Schools generally encourage the older person who wants to start anew, and besides regular classes, schedule evening classes in special programs. Today there are so many people of retirement age in college that it is no longer remarkable.

8. Moral Relativism in American

Improving American education requires not doing new things but doing (and remembering) some good old things. At the time of our nation’s founding, Thomas Jefferson listed the requirements for a sound education in the Report of the Commissioners for the University of Virginia. In this landmark statement on American education, Jefferson wrote of the importance of education and writing, and of reading history, and geography. But he also emphasized the need “to instruct the mass of our citizens in these, their rights, interests, and duties, as men and citizens.” Jefferson believed education should aim at the improvement of both one’s “morals” and “faculties”. That has been the dominant view of the aims of American education for over two centuries. But a number of changes, most of them unsound, have diverted schools from these great pursuits. And the story of the loss of the school’s original moral mission explains a great deal.

Starting in the early seventies, “values clarification” programs started turning up in schools all over America. According to this philosophy, the schools were not to take part in their time-honored task of transmitting sound moral values; rather, they were to allow the child to “clarify” his own values (which adults, including parents, had no “rights” to criticize). The “values clarification” movement didn’t clarify values; it clarified wants and desires. This form of moral relativism said, in effect, that no set of values was right or wrong; everybody had an equal right to his own values; and all values were subjective, relative, and personal. This destructive view took hold with a vengeance.

In 1985 The York Times published an article quoting New York area educators, in slavish devotion to this new view, proclaiming, “They deliberately avoid trying to tell students what is ethically right and wrong.” The article told of one counseling session involving fifteen high school juniors and seniors. In the course of that session a student concluded that a fellow student had been foolish to return one thousand dollars she found in a purse at school. According to the article, when the youngsters asked the counselor’s opinion, “He told them he believed the girl had done the right thing, but that, of course, he would not try to force his values on them. ‘If I come from the position of what is wrong,’ he explained, ‘then I’m not their counselor.’”

Once upon a time, a counselor offered counselor, and he knew that an adult does not form character in the young by taking a stance of neutrality toward questions of right and wrong or by merely offering “choices” or “options”.

In response to the belief that adults and educators should teach children sound morals, one can expect from some quarters indignant objections (I’ve heard one version of it expressed countless times over the years): “Who are you to say what’s important?” or “Whose standards and judgments do we use?”

The correct response, it seems to me, is, is we ready to do away with standards and judgments? Is anyone going to argue seriously that a life of cheating and swindling is as worthy as a life of honest, hard work? Is anyone (with the exception of some literature professors at our elite universities) going to argue seriously the intellectual corollary, that a Marvel comic book is as good as Macbeth? Unless we are willing to embrace some pretty silly position, we’ve got to admit the need for moral and intellectual standards. The problem is that some people tend to regard anyone who would pronounce a definitive judgment as an unsophisticated Philistine or a closed-minded “elitist” trying to impose his view on everybody else.

The truth of the real world is that without standards and judgments, there can be no progress. Unless we are prepared to say irrational things—that nothing can be proven more valuable than anything else or that everything is equally worthless—we must ask the normative question. It may come, as a surprise to those who fell that to be “progressive” is to be value-neutral. But as Matthew Amold said, “the world is forwarded by having its attention fixed on the best things” and if the world can’t decide what the best things are, at least to some degree, then it follows that progress, and character, is in trouble. We shouldn’t be reluctant to declare that some things, some lives, books, ideas, and values are better than others. It is the responsibility of the schools to teach these better things.

At one time, we weren’t so reluctant to teach them. In the mid-nineteenth century, a diverse, widespread group of crusaders began to work for the public support of what was then called the “common school”, the forerunner of the public school. They were to be charged with the mission of school felt that the nation could fulfill its destiny only if every new generation was taught these values together in a common institution.

The leaders of the common school movement were mainly citizens who were prominent in their communities—businessmen, ministers, local civic and government officials. These people saw the schools as upholders of standards of individual morality and small incubators of civic and personal virtue; the founders of the public schools had faith that public education could teach good moral and civic character from a common ground of American values.

But in the past quarter century or so, some of the so-called experts became experts of value neutrality, and moral education was increasingly left in their hands. The commonsense view of parents and the publicthat schools should reinforce rather than undermine the values of home, family, and country, was increasingly rejected.

There are those today still that claim we are now too diverse a nation, that we consist of too many competing convictions and interests to instill common values. They are wrong. Of course we are a diverse people. We have always been a diverse people. And as Madison wrote in FederalistNo.10, the competing, balancing interests of a diverse people can help ensure the survival of liberty. But there are values that all American citizens share and that we should want all American students to know and to make their own: honesty, fairness, self-discipline, fidelity to task, friends, and family, personal responsibility, love of country, and belief in the principles of liberty, equality, and the freedom to practice one’s faith. The explicit teaching of these values is the legacy of the common schools, and it is a legacy to which we must return.

9. Schools Should Teach Values

People often said, “Yes, we should teach these values, but how do we teach them?” this question deserves a candid response, one that isn’t given often enough. It is by exposing our children to good character and inviting its imitation that we will transmit to them a moral foundation. This happens when teachers and principals, by their words and actions, embody sound convictions. As Oxford’s Mary Warnock has written, “You cannot teach morality without being committed to morality yourself; and you cannot be committed to morality yourself without holding that some things are right and others wrong.” The theologian Martin Buber wrote that the educator is distinguished from all other influences “by his will to take part in the stamping of character and by his consciousness that he represents in the eyes of the growing person a certain selection of what is, the selection of what is ‘right’, of what should be.” It is in this will, Buber says, in this clear standing for something, that the “vocation as an educator finds its fundamental expression.”

There is no escaping the fact that young people need as example principals and teachers who know the difference between right and wrong, good and bad, and who themselves exemplify high moral purpose.

As Education Secretary, I visited a class at Waterbury Elementary School in Waterbury, Vermont, and asked the students, “Is this a good school?” They answered, “Yes, this is a good school.” I asked them, “Why?” Among other things, one eight-year-old said, “The principal Mr. Riegel, makes good rules and everybody obeys them.” So I said, “Give me an example.” And another answered, “You can’t climb on the pipes in the bathroom. We don’t climb on the pipes and the principal doesn’t either.”

This example is probably too simple to please a lot of people who want to make the topic of moral education difficult, but there is something profound in the answer of those children, something education should pay more attention to. You can’t expect children to take messages about rules or morality seriously unless they see adults taking those rules seriously in their day-to-day affairs. Certain must be said, certain limits lay down, and certain examples set. There is no other way.

We should also do a better job at curriculum selection. The research shows that most “values education” exercises and separate courses in “moral reasoning” tend not to affect children’s behavior; if anything, they may leave children morally adrift. Where to turn? I believe our literature and our history are a rich quarry of moral literacy. We should mine that quarry. Children should have at their disposal a stock of examples illustrating what we believe to be right and wrong, good and bad—examples illustrating what are morally right and wrong can indeed be known and that there is a difference.

What kind of stories, historical events, and famous lives am I talking about? If we want our children to know about honesty, we should teach them about Abe Lincoln walking three miles to return six cents and conversely, about Aesop’s shepherd boy who cried wolf if we want them to know about courage, we should teach them about Joan of Arc, Horatius at the bridge, and Harriet Tubman and the Underground Railroad. If we want them to know about persistence in the face of adversity, they should know about the voyages of Columbus and the character of Washington during the Civil War. And our youngest should be told about the Little Engine That Could. If we want them to know about respect for the law, they should understand why Socrates told Crito: “No, I must submit to the decree of Athens.” If we want our children to respect the rights of others, they should read the Declaration of Independence, the Bill of Rights, the Gettysburg Address, and Martin Luther King, Jr.’ “Letter from Birmingham jail.” From the Bible they should know about Ruth’s loyalty to Naomi, Joseph’s forgiveness of his brothers, Jonathan’s friendship with David, the Good Samaritan’s kindness toward a stranger, and David’s cleverness and courage in facing Goliath.

These are only a few of the hundreds of examples we can call on. And we need not get into issues like nuclear war, abortion, creationism, or euthanasia. This may come as a disappointment to some people, but the fact is that the formation of character in young people is educationally a task different from, and prior to, the discussion of the great, difficult controversies of the day. First things come first. We should teach values the same way we teach other things: one step at a time. We should not use the fact that there are many difficult and controversial moral questions as an argument against basic instruction in the subject.

After all, we do not argue against teaching physics because laser physics is difficult, against teaching American history because there are heated disputes about the Founders’ intent. Every field has its complexities and its controversies. And every field has its basics, its fundamentals. So they are too with forming character and achieving moral literacy. As any parent knows, teaching character is a difficult task. But it is a crucial task, because we want our children to be healthy, happy, and successful but decent, strong, and good. None of this happens automatically; there is no genetic transmission of virtue. It takes the conscious, committed efforts of adults. It takes careful attention.

10. College Pressures

Mainly I try to remind that the road ahead is a long one and that it will have more unexpected turns than they think. There will be plenty of time to change jobs, change careers, change whole attitudes and approaches. They don not want to hear such liberating news. They want a map—right now – that they can follow unswervingly to career security, financial security, Social Security and, presumably, a prepaid grave.

What I wish for all students is some release from the clammy grip of the future. I wish them a chance to savor each segment of their education as an experience in itself and not as a grim preparation for the next step. I wish them the right to experiment, to trip and fall, to learn that defeat is as instructive as victory and is not the end of the world.

My wish, of course, is na?ve. One of the national gods venerated in our media—the million-dollar athlete, the wealthy executive—and glorified in our praise of possessions. In the presence of such a potent state religion, the young are growing up old.

I see four kinds of pressure working on college students today: economic pressure, parental pressure, peer pressure, and self-induced pressure. It is easy to look around for villains—to blame the colleges for charging too much money, the professors for assigning too much work, the parents for pushing their children too far, and the students for driving themselves too hard. But there are no villains: only victims.

“In the late 1960s.” one dean told me. “The typical question that I got from students was ‘Why is there so much suffering in the world’ or ‘how I can make a contribution?’ Today it’s ‘Do you think it would look better for getting into law school if I did a double major in history and political science, or just majored in one of them?’” many other deans confirmed this pattern. One said: “They are trying to find an edge—the intangible something that will look better on paper if two students are about equal.”

Note the emphasis on looking better. The transcript has become a sacred document, the passport to security. How one appears on paper is more important than how one appears in person. A is for Admirable and B is for Borderline, even though, in Yale’s official system of grading, A means “excellent” and B means “very good.” Today, looking very good is no longer good enough, especially for students who hope to go on to law school or medical school. They know that entrance into the better schools will be an entrance into the better law firms and better medical practices where they will make a lot of money. They also know that the odds are harsh. Yale Law School, for instance, matriculates 170students from an applicant pool of 3,700; Harvard enrolls 550 from a pool of 7,000.

It’s all very well for those of us who write letters of recommendation for our students to stress the qualities of humanity that will make them good lawyers or doctors. And it’s nice to think that admission officers are ready reading our letters and looking for the extra dimension of commitment or concern. Still, it would be hard for a student not to visualize these officers shuffling so many transcripts studded with As that they regard a B as positively shameful.

The pressure is almost as heavy on students who just want to graduate and get a job. Long gone are the days of the “gentleman’s C.” when students journeyed through college with a certain relaxation, sampling a wide variety of courses-music, art, philosophy, classics, anthropology, poetry, religion—that would send them out as liberally educated men and women. If I were an employer I would rather employ graduates who have this range and curiosity than those who narrowly pursued safe subjects and high grades. I know countless students whose inquiring minds exhilarate me. I like to hear the play of their ideas. I do not know if they are getting As or Cs, and I do not care. I also like them as people. The country needs them, and they will find satisfying jobs. I tell them to relax. They cannot.

Nor can I blame them. They live in a brutal economy. Tuition, room, and board at most private colleges now come to at least $7,000, not counting books and fees. This might seem to suggest that the colleges are getting rich. But they are equally battered by inflation. Tuition covers only 60 percent of what it costs to educate a student, and ordinarily the remainder comes from what college receives in endowments, grants, and gifts. Now, the remainder keeps being swallowed by the cruel costs—higher every year—of just opening the doors. Heating oil is up. Insurance is up. Postage is up. Health-premium costs are up. Everything is up. Deficits are up. We are witnessing in American the creation of a brotherhood of paupers—colleges, parents, and students, joined by the common bond of debt.

Today it is not unusual for a student, even if he works part time at college and full time during the summer, to accrue $5,000 in loans after four years—loans that he must start to repay within one year after graduation. Exhorted at commencement to go forth into the world, he is already behind as he goes forth. How could he not feel under pressure throughout college to prepare for this day of reckoning? I have used “he,” incidentally, only for brevity. Women at Yale are under no less pressure to justify their expensive education to themselves, their parents, and society. In fact, they are probably under more pressure. For although they leave college superbly equipped to bring fresh leadership to traditionally male jobs, society has not yet caught up with this fact.

Along with economic pressure goes parental pressure. Inevitably, the two are deeply intertwined.

I see many students taking pre-medical courses with joyless tenacity. They go off to their labs as if they were going to the dentist. It saddens me because I know tem in other corners of their life as cheerful people.

“Do you want to medical school?” I asked them.

“I guess so,” they say, without conviction, or “Not really.”

“Then why are you going?”

“Well, my parents want me to be a doctor. They are paying all this money and …”

Poor students, poor parents, they are caught in one of the oldest webs of love and duty and guilt. The parents mean will; they are trying to steer their sons and draughts toward a secure future. But the sons and daughter want to major in history or classics or philosophy—subjects with no “practical” value. Where’s the payoff on the humanities? It’s not easy to persuade such loving parents that the humanities do indeed pay off. The intellectual faculties developed by studying subjects like history and classics—an ability to synthesize and relate, to weigh cause and effect, to see events in perspective—are just the faculties that make creative leaders in business or almost any general field. Still, many fathers would rather put their money on courses that point toward specific profession—courses that are pre-law, pre-medical, pre-business, or, as I sometimes heard it put, “pre-rich.”

But the pressure on students is severe. They are truly torn. One part of them feels obliged to fulfill their parents’ expectations; after all, their parents are older and presumably wiser. Another part tells them that the expectations that are right for their parents are not right for them.

I know a student who wants to be an artist. She is very obviously an artist and will be a good one—she has already had several modest local exhibits. Meanwhile she is growing as a well-round person and taking humanistic subjects that will enrich the inner resources out of which her art will grow. But her father is strongly opposed. He thinks that an artist is a “dumb” thing to be. The student vacillates and tries to please everybody. She keeps up with her art somewhat furtively and takes some of the “dumb” courses her father wants her to take—at least they are dumb courses for her. She is a free spirit on a campus of tense students—no small achievement in it—and she deserves to follow her muse.

Peer pressure and self-induced pressure are also intertwined, and they begin almost at the beginning of freshman year.

“I had a freshman student I’ll call Linda,” one dean told me, “who came in and said she was under terrible pressure because her roommate, Barbara, was much brighter and studied all the time. I could not tell her that Barbara had come in two hours earlier to say the same thing about Linda.”

The story is almost funny—except that it is not. It is symptomatic of all the pressure put together. When every student thinks every other student is working harder and doing better, the only solution is to study harder still. I see students going off to the library every night after dinner and coming back when it closes at midnight. I wish they would sometimes forget about their peers and go to a movie. I hear the clacking of typewriters in the hours before dawn. I see the tension in their eyes when exams are approaching and papers are due: “Will I get everything done?”

Probably they won’t. They will get blocked. They will sleep. They will oversleep. They will bug out.

Part of the problem is that they are expected to do. A professor will assign five page papers. Several students will start writing ten page papers to impress him. Then more students will write ten page papers, and a few will raise the ante to fifteen. Pity the poor student who is still just doing the assignment.

“Once you have twenty or thirty percent of the student population deliberately overexerting,” one dean points out, “It’s bad for everybody. When a teacher gets more and more effort from his class, the student who is doing normal work can be perceived as not doing well. The tactic work, psychologically.”

Why cannot the professor just cut back and not accept longer papers? He can, and he probably will. But by then the term will be half over and the damage done. Grade fever is highly contagious and not easily reversed. Besides, the professor’s main concern is with his course. He knows his students only in relation to the course and does not know that they are also overexerting in their other courses. Nor is it really his business. He did not sign up for dealing with the student as a whole person and with all the emotional baggage the student brought along from home. That’s what deans, masters, chaplains, and psychiatrists are for.

To some extent this is nothing new: a certain number of professors have always been self-contained islands of scholarship and shyness, more comfortable with books than with people. But the new pauperism has widened the gap still further, for professors who actually like to spend time with students do not have as much time to spend. They are also overexerting. If they are young, they are busy trying to publish in order not to perish, hanging by their figure nails onto a shrinking profession.

If they are old and tenured, they are buried under the duties of administering departments—as departmental chairmen or members of committees—that have been thinned out by the budgetary axe.

Ultimately it will be the students’ own business to break the circles in which they are trapped. They are too young to be prisoners of their parents’ dreams and their classmates’ fears. They must be jolted into believing into themselves as unique men and women who have the power to shape their own future.

“Violence is being done to the undergraduate experience,” says Carlos Hortas. “College should be open-ended: at the end it should open many, many roads. Instead, students are choosing their goal in advance, and their choices narrow as they go along. It’s almost as if they think that the country has been codified in the type of jobs that exist-that they’ve got to fit into certain slots. Therefore, fit into the best paying slot.”

“They ought to take chances. Not taking chances will lead to life of colorless mediocrity. They’ll be comfortable. But something in the spirit will be missing.”

I have painted too drab a portrait of today’s students, making them seem a solemn lot. That is only half of their story; if they were so dreary I wouldn’t so thoroughly enjoy their company. The other half is that they are easy to like. They are quick to laugh and to offer friendship. They are not introverts. They are usually kind and are more considerate of one another than any student generation I have known.

Nor are they so obsessed with their studies that they avoid sports and extracurricular activities. On the contrary, they juggle their crowded hours to play on a variety of teams, perform with musical and dramatic groups, and write for campus publications. But this in turn is one more cause of anxiety. There are too many choices. Academically, they have 1,300 courses to select from; outside class they have to decide how much spare time they can spare and how to spend it.

This means that they engage in fewer extracurricular pursuits than their predecessors did. If they want to row on the crew and play in the symphony they will eliminate one; in the ‘60s they would have done both. They also tend to choose activities that are self-limiting. Drama, for instance, is flourishing in all twelve of Yale’s residential colleges, as it never has before. Students hurl themselves into these productions—as actors, directors, carpenters, and technicians—with a dedication to create the best possible play, knowing that the day will come when the run will end and they can get back to their studies.

They also cannot afford to be the willing slave of organizations like the Yale Daily News. Last spring at the one-hundredth anniversary banquet of that paper—who’s past chairmen include such once and future kings as Potter Stewart, Kingman Brewster, and William F. Buckley, Jr.—much was made of the fact that the editorial staff used to be small and totally committed and that “newsies” routinely worked fifty hours a week. In effect they belonged to a club; Newsies is how they defined themselves at Yale. Today’s students will one or two articles a week, when he can, and he defines himself as a student. I’ve never heard the word Newsie except at the banquet.

If I have described the modern undergraduate primarily as a driven creature who is largely ignoring the blithe spirit inside who keeps trying to come out and play, it’s because that’s where the crunch is, not only at Yale but throughout American education. It’s why I think we should all be worried about the values that are nurturing a generation so fearful of risk and so goal-obsessed at such an early age.

I tell students that there is no one “right” way to get ahead—that each of them is a different person, starting from a different point and bound for a different destination. I tell neither them that change is a tonic and that all the slots are not codified nor the frontiers closed. One of my ways of telling them is to invite men and women who have achieved success outside the academic world to come and talk informally with my students during the year. They are heads of companies or ad agencies, editors of magazines, politicians, public officials, television magnates, labor leaders, business executives, Broadway products, artists, writers, economists, photographers, scientists, historians—a mixed bag of achievers.

I asked them to say a few words about how they got started. The students assume that they started in their present profession and knew all along that it was what they wanted to do. Luckily for me, most of them got into their field by a circuitous route, to their surprise, after many detours. The students are startled. They can hardly conceive of a career that was not pre-planned. They can hardly imagine allowing the hand of God or chance to nudge them down some unforeseen trail.

11. To Err Is Wrong

In the summer of 1979, Boston Red Sox first baseman Carl Yastrzemski became the fifteenth player in baseball history to reach the three thousand hit plateaus. This event drew a lot of media attention, and for about a week prior to the attainment of this goal, hundreds of reports covered Yaz’s every more. Finally, one reporter asked, “Hey Yaz, aren’t you afraid all of this attention will go to your head?” Yastrzemski replied, “I look at this way: in my career I’ve been up to bat over ten thousand times. That means I’ve been unsuccessful at the plate over seven thousand times. That fact alone keeps me from getting a swollen head.”?

Most people consider success and failure as opposites, but they are actually both products of the same process. As Yaz suggest, an activity that produces a hit may also produce a miss. It is the same with creative thinking; the same energy that generates good creative ideas also produces errors.

Many people, however, are not comfortable with errors. Our educational system, based on “the right answer” belief, cultivates our thinking in another, more conservative way. From an early age, we are taught that right answers are good and incorrect answers are bad. This value is deeply embedded in the incentive system used in most schools:

Right over 90% of the time = “A”

Right over 80% of the time = “B~”

Right over 70% of the time = “C~” Right over 60% of the time = “D~” Less than 60% correct, you fail.

From this we learn to be right as often as possible and to keep our mistakes to a minimum. We learn, in other words, that “to err is wrong.

Playing It Safe

With this kind of attitude, you aren’t going to be taking too many chances. If you learn that failing even a litter penalizes you (e.g., being wrong only 15% of the time garners you only a “B” performance), you learn not to make mistakes. And more important, you learn not to put yourself to situation where you might fall. This leads to conservative thought pattern designed to avoid the stigma our society puts on “failure”.

I have a friend who recently graduated from college with a Master’s degree in Journalism. For the last six month, she has been trying to find a job, but to no avail. I talked with her about situation, and realized that her problem is that she doesn’t know how to fail. She went through eighteen years of schooling to try any approaches where she might fail. She has been conditioned to believe that failure is bad in and of itself, rather than a potential stepping-stone to new ideas.

Look around. How many middle managers, housewives, administrators, teachers, and other people do you see who are to try anything new because of this failure? Most of us have learned not to make mistakes in public. As a result, we remove ourselves from many learning experience except for those occurring in the most private of circumstances.

Different Logic

From a practical point of view, “to err is wrong” makes sense. Our survival in the everyday world requires us to perform thousand of small tasks without failure. Think about it: you wouldn’t last very long if you were to step out in front of traffic or stick your hand a pot of boiling water. In addition, engineers whose bridges collapse, stock brokers who lose money for their clients, and copywriters whose ad campaigns decrease sales won’t keep their jobs very long.

Nevertheless, too great an adherence to the belief “to err is wrong” can greatly undermine your attempts to generate new ideas. If you are more concerned with producing right answers than generating original ideas, you’ll probably make uncritical use of the rules, formulae, and procedures used to obtain these right answers. By doing this, you’ll by-pass the germinal phase of the creative process, and thus spend litter time testing assumptions, challenging the rules, asking what-if questions, or just playing around with the problem. All of these techniques will produce some incorrect answers, but in the germinal phase errors are viewed as a necessary by-product of creative thinking. As Yaz would put it, “if you want the hits, be prepared for the misses.” That’s the way the game of life goes.

Errors as Stepping Stones

Whenever an error pops up, the usual response is “Jeez, another screw up, what went wrong this time?” the creative thinker, on the other hand, will realize the potential value of errors, and perhaps say something like, “Would you look at that! Where can it lead our thinking?” and then he or she will go on to use the error as a stepping stone to a new idea. As a matter of fact, the whole history of discovery is filed with people who used erroneous assumptions and failed ideas as stepping-stones to new ideas. Columbus thought he was finding a shorter route to India. Johannes Kepler stumbled on to the idea of interplanetary gravity because of assumptions that were right for the wrong reasons. And, Thomas Edison knew 1800 ways not to build a light bulb.

The following story about the automotive genius Charles Kettering exemplifies the spirit of working through erroneous assumptions to good ideas. In 1912, when the automobile industry was just beginning to grow, Kettering was interested in improving gasoline engine efficiency. The problem he faced was“knockthe phenomenon in which gasoline takes too long to burn in the cylinder-thereby reducing efficiency.

Kettering began searching for ways to eliminate the “knock.” He thought to him, “How can I get the gasoline to combust in the cylinder at an earlier time?” the key concept here is “early”. Searching for analogous situations, he looked around for models of “things that happen early.” He thought of historical models, physical models, and biological models. Finally, he remembered a particular plant, the trailing arbutus, which “happens early,” i.e., it blooms in the snow (“earlier” than other plants). One of this plant’s chief characteristics is its’ red leaves, which help the plant retain light at certain wavelengths. Kettering figured that it must be the red color, which made the trailing arbutus bloom earlier.

Now came the critical step in Kettering’s chain of thought. He asked himself, “How can I make the gasoline red?” perhaps I’ll put red dye in the gasoline—maybe that’ll make it combust earlier.” He looked around his workshop, and found that he didn’t have any red dye. But he did happen to have some iodine—perhaps that would do. He added the iodine to the gasoline and, lo and behold, the engine didn’t “knock”.

[英语作文写作的需要背诵的部分

前几天曾在御水群中扯淡，令好多同仁懊恼不已，午夜老大差点没把我踢出群去。还是三月这小妮子比较乖，一直默默地忍受着我，陪我聊天。最后在我的威逼利诱之下还一直“小寒哥哥、小寒哥哥”地叫个不停。

很无聊的时候，我经常写一些文章，有的瞎扯一气，有的也跟着小四装忧伤，不过更多的还是与语文课本有些联系的正经八百的作文。到目前为止，我听到对我的最好的评价是：嘴如韩寒，文如郭敬明，还不时地夹杂着一些史学和文学中的深奥问题。有最好的就有最坏的：说话全扯淡，作文都装逼。这种评价听得我一愣一愣的，但两者相比之下，我觉得后者才比较适合我，因为当我听到前者，看到那位哥们儿故作高深的面孔时，就想扁他。他那样子更像评论他自己。

在学校里，曾经有一段时间被人指着鼻尖叫“才子”。每一声都让我心跳加速，兴奋不已。不过，后来越听越变质，“才子”都变成了“菜籽”。我怀疑自己的同窗向学校里散发了一些关于自己的不良信息，致使人家错误地理解了我的本质。

平时，总觉得自己很自恋，一发烧在休闲区小忧的帖子里发了许多现拍的照片，后面还有一位小姑娘也发了一点，不过我清清楚楚地记得在楼下有位仁兄写道：doufengle，doufengle。我一直以为是英文，查了半天字典也查不出个所以然来，不觉暗叹仁兄英语高明。但身边的朋友却告诉我这是汉语拼音，我看了看说：欠扁!

对于精华和强力文章数，本人目前为零，这让我回想起来额头就不由自主地掉汗。但想到一位老师在网友的帖子的留言：如果能把韩寒与郭敬明的风格结合起来，再东扯句古诗文言，西来句现代白话，这就是一种创新，写好了就可以加强加精，心里不觉有些安慰：原来如此，原来如此!情有可原嘛!

马上就高三了，成绩仍然在辍学的边缘游荡。这一点让我觉得自己和韩寒很相似。但我想，高中的结局我肯定不会和那丫一样，起码我有望将高中进行到底，而他已经无路可退。这让我有种高手寂寞的感觉。哎!高手更应自勉，现在除了奋斗，我已别无选择，但愿还不会太晚。

最后，借用一下查字典的帖子里最常见的话：飞过，各位继续!

喜欢安静，喜欢小四的同志们可以去看一下我的《如影年华》。这么久了连句留言评论也没有，感觉有些浪费感情。

作者：郭政禹

我有一个好同桌——朱博洋。个子不高，但他长着闪闪发光的眼睛，肉嘟嘟的小脸蛋，肥嘟嘟的手。看着他的手，如同一个肉球一般。但他有许多优点。

有一次，我是说让我们背诵课文。此时，我心一下子就沉重下来。我背诵能力一向不好，在以前我背一首古诗需要好几天才能背熟，现在才有点提升。我半点时间都不敢浪费，马上开始背诵。背诵，我先读了两遍，此时，令我吃惊的事情来了——他居然已经被过了老师说的内容。这让我感到不可思议，我吃惊地想：“我和他当了这么长时间的同桌，但从未知道他还有背诵这个特长。”我更加紧张了，加速背起来。

时间过去了十分钟，我终于背过了，但是不怎么熟，这是我听到他也在背——背的是倒数第二段，我听着，一会他把整篇课文背完了，这证明他已经背过了整篇课文。一会，老师开始检查了，他背得很快，但是一字不落。

我这位神奇的同桌，背诵能力真强。

我喜欢读课文，但是不喜欢背诵课文。我总觉得背诵课文很难，就像挡路虎。

星期一早自习，老师让我们背完第二课《雅鲁藏布大峡谷》才下课。我们不服气，有的同学小声嘀咕，有的同学皱起了眉毛，有的嘟起了小嘴巴。

我二话不说，就拿起语文书读了起来：“邪鲁藏布……”黄老师走过窗外，听到了我们朗朗的书声，咧开嘴笑了。这时候，我已经把课文读了五遍。这下应该背得了吧。我边把书合上边说：“先背第一自然段再背第二自然段。”

“在号称世界屋脊……”背着背着，我突然停下来了。“哦，卡词了！”张誉笑着说。我的脸一下就变成了红彤彤的西红柿了。于是，我继续又读了十遍。读完后，我背了起来，接着传来了一阵欢呼声“耶”。我背完了，这个欢呼的人正是我。

星期二，老师又让我们背诵第三课《鸟的天堂》。我早就猜到要背这一课了，这一课真是太长了，我都要晕了。我一来到学校就拿起语文书在读，差不多读了二十遍才熟悉全文，但还是背不了。后来，我又读了十遍课文，然后把书放在桌子上，大声地背诵，没想到我居然流畅地背了出来。

只要背完一篇课文，我就觉得背课文太简单了。因为只要认真朗读就一定能背出流畅又好听的课文。