《无人生还》中的儿歌“十个小黑人”隐喻意义分析
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本科毕业论文
题目《无人生还》中的儿歌“十个小黑
人”隐喻意义分析
院（系）生命科学学院
专业生物科学
年级2011级
学生姓名杨子菡
学号2011211785
指导教师方幸福
二O一四年十月
Hint Insinuation of the Rhyme Ten little
Indians
——On Agatha Christie’s And Then There Were None
A thesis submitted to the School of Foreign Languages CCNU
In partial fulfillment of the requirements for BA degree
In English Literature
by Yang Zihan
Supervisor: Fang xingfu
Academic Title: Professor
Signature:
October 2014
华中师范大学
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Contents
Abstract in Chinese (i)
Abstract in English (ii)
1. Introduction………………………………………………………………….
2. The Origin of Rhyme …………….……………………………..….……….
2.1 The origin of Mother goose….…………………………….............….….
2.2 The background of Ten Little Indians …………….….………….……….
3. Hint Insinuation of the Rhyme ………………………………….................
3.1 To hint the sequence and the ways to death ………………………...........
3.1.1To hint the ways to death………………………………………..........
3.1.2 To hint the sequence of roles’ death……………………………….....
3.2 To suggest the murderer…………………………………………………..
3.2.1“A red herring”……………………………………………..................
3.2.2 The manner of Mr. Justice’s death…………………………………...
3.3 To create intense atmosphere…………………………………..................
4. Conclusion………………………………………………………..………….. Bibliography………………………………………………………...…………. 1 2 3 3 3 4 4 8 8 9 9
10
11 13
内容摘要
《无人生还》是著名的英国推理小说作家阿加莎·克里斯蒂的作品，出版于1939年，英国发行时书名为《十个小黑人》，书名来源于一首黑人歌谣，这首童谣在书中也是很重要的情节。在美国发行时本书改名为《无人生还》。该作品是阿加莎·克里斯蒂到目前为止销量最高的作品，全球销量超过一亿册，它更是历史上销量最高的推理小说之一，且一直以来在所有书籍中销量都保持领先水平。在小说中，十个原本素不相识的人分别因为各种原因被邀请到了一个小岛，他们每一个人都犯了谋杀罪并且逃过了法律的制裁。在小岛的第一天用晚餐的时候，留声机响起了一个声音，指控了每一个人的罪行并让他们在小岛上为此付出代价。小岛上只有十个人，因为距离岸边太远，海上又起了风浪，他们不能逃离小岛，最终一个接一个相继死去。那个在每个人屋里的古老的童谣，与死者的死亡方式和顺序惊人地巧合，本书即以歌谣的最后一句为题。本文就这首童谣来分析在这其中所蕴含的隐喻意义。
关键词：《无人生还》; 阿加莎·克里斯蒂; 十个小黑人; 童谣; 隐喻;
Abstract
And Then There Were None is a mystery novel by Agatha Christie. It was first published in the United Kingdom by the Collins Crime Club on 6 November 1939 as Ten Little Niggers, after the British Negro song which serves as a major plot point. The title was changed to And Then There Were None, for the first American edition. It is Christie's best-selling novel with 100 million sales up to date, making it the world's best-selling mystery ever, and one of the bestsellers of all time. In the novel, ten people are enticed into an island under different pretexts; all have been complicit in the death(s) of other human beings but either escaped justice or committed another act not subject to legal sanction. The guests are charged with their respective “crimes” by a gramophone recording after dinner the first night, and informed that they have been brought to the island to pay for their actions. They are the only people on the island, and cannot escape due to the distance and the inclement weather. One by one, all the ten are killed in turn at the end, in a manner that seems to parallel the ten deaths in the nursery rhyme. The novel was named after the last line of the rhyme. This article is going to analyze the hint insinuate of the nursery rhyme in And Then There Were None.
Key words: And Then There Were None; Agatha Christie; Ten Little Indians; nursery rhyme; hint insinuate
ii
1. Introduction
Agatha Christie is an English crime novelist, short story writer, and playwright. She also wrote six romances under the name Mary Westmacott, but best known for the 66 detective novels and 14 short story collections she wrote under her own name. She also wrote the world's longest-running play, The Mousetrap.
Born in a wealthy upper-middle-class family in Torquay, Christie is very interested in literary creation. Early in her life, her sister always told her stories about The Adventures of Sherlock Holmes, which inspired her engaged herself into detective writing career. She was initially unsuccessful at getting her work published; but in 1920 The Bodley Head press published her novel The Mysterious Affair at Styles, featuring the character of Poirot. This launched her literary career.
And Then There Were None is Christie's best-selling novel with 100 million sales to date, making it the world's best-selling mystery ever, and one of the bestsellers of all time. It was first published in the United Kingdom by the Collins Crime Club on 6 November 1939 as Ten Little Niggers, named after the British Negro song which serves as a major plot point. The title was changed to And Then There Were None, for the first American edition.
In the novel, ten people are enticed into coming to an island under different pretexts; all have been complicit in the death(s) of other human beings but either escaped justice or committed another act not subject to legal sanction. The guests are charged with their respective “crimes” by a gramophone recording after dinner the first night, and informed that they have been brought to the island to pay for their actions. They are the only people on the island, and cannot escape due to the distance and the inclement weather. One by one, all the ten are killed at the end, in a manner that seems to parallel the ten deaths in the nursery rhyme. There is the nursery rhyme as follow.
Ten Little Indians
Ten little Indian Boys went out to dine;
One choked his little self and then there were nine.
Nine little Indian Boys sat up very late;
One overslept himself and then there were eight.
Eight little Indian Boys travelling in Devon;
One said he'd stay there and then there were seven.
Seven little Indian Boys chopping up sticks;
One chopped himself in halves and then there were six.
Six little Indian Boys playing with a hive;
A bumblebee stung one and then there were five.
Five little Indian Boys going in for law;
One got in Chancery and then there were four.
Four little Indian Boys going out to sea;
A red herring swallowed one and then there were three.
Three little Indian Boys walking in the zoo;
A big bear hugged one and then there were two.
Two little Indian Boys sitting in the sun;
One got frizzled up and then there was one.
One little Indian Boy left all alone;
He went out and hanged himself and then there were none.(Frank,1869:24)
Then we will discuss about in this rhyme from its origin and uses to find out the hint insinuation in it.
2. The Origin of Rhyme
2.1 The origin of Mother goose
The nursery rhyme “Ten little Indians” in this book is picked from Mother Goose, a book contains a collection of fairy tales and nursery rhymes, often published as Mother Goose Rhymes. As a character, Mother goose appears in single nursery rhyme. From the description and illustrations, Mother Goose is generally depicted as an elderly country woman in a tall hat and shawl, a costume identical to the peasant worn in Wales in the early 20th century, but is also depicted as a goose usually wearing a bonnet. Mother Goose is credited with the Mother Goose stories and rhymes; yet no specific writer has ever been identified with such a name. This book included amount of well-known nursery rhymes, such as London Bridge Is Falling Down, Mary had a little lamb, etc.
2.2 The background of Ten Little Indians
Mother goose contains a number of bloody, brutal sentences, which was mainly due to its dark background. The biggest reason is its different attitude towards death. Asians used to avoid talking about “death” or related topics. On the contrary, westerners have no tatoo to talk about death. They taught their children “what is death” from an early age. Besides, in 18th-century’s England, where the Industrial Revolution occurred, not only prompting capitalism, but also caused serious inequality and class antagonisms. Most of the people became victims of capitalism. They lived in terrible poverty in a dangerous part of the city, where crime and drugs were commonplace. In such conditions, Mother Goose’s bloody, brutal sentences would not be a surprising thing. Some of the lyrics reflect historical background, and some are mirror of reality, such as insane people, murderers, child who killed her parents, parents trading their child, etc. They are commonplace in this poverty society. Adapting life stories to rhymes are entirely historical tragedy that may seem unacceptable today.
“Ten little Indians” formerly known as “Ten little niggers”, seems quite absurd in content. The last sentence of this nursery rhyme “He went and hanged himself, and then there were none” may not suitable for children to read, now changed to “He got married, and then there were none.”When nigger is an extremely offensive word for a black person, at last the “Ten little niggers” changed into “Ten little Indians”.
3. Hint insinuation of the Rhyme
“Ten little Indians” tells a story about ten Indian boys. After many twists and turns, only one of the original ten boys is left; he feels very lonely and at last hanged himself. That insinuated the weighty and cruel reality that people in the bottom of working class, who struggled against the oppression from middle class and brutal capitalist society, gradually dying out until no one last in the end.
Then we will discuss about the hint insinuation of this rhyme in the book.
3.1 To hint the sequence and the ways to death
In this book, guests were invited to an island. At the first night, everyone found a nursery rhyme, “Ten little Indians”, in his or her bedroom. And in the center of the round table, on a circular glass stand, were placed ten little Indians figures. No one surprised because this is an Indian Island. One by one, people died tragically as the rhyme
prophesied. And the most terrifying part is that every time a person died, a little Indian figure disappeared as well.
3.1.1To hint the ways to death
In the novel, the order of death upon the island had been subjected by Agatha Christie to special thought and care. In her autobiography, Agatha Christie said: “I had written this book because it was so difficult to do that the idea had fascinated me. Ten people had to die without being ridiculous or the murderer being obvious. I wrote the book after a tremendous amount of planning, and I was pleased with what I had made of it. It was clear,straightforward, baffling, and yet had an epilogue in order to explain it. It was well received and reviewed, but the person who was really pleased with it was myself, for I knew better than any critic how difficult it had been.”(Christie,2010:58)
This nursery rhyme hints about how these people died, but actually they didn’t replicate the way accurately. The author’s purpose to put this nursery rhyme here is to guide readers to think of how these people died, but the actually way they died can’t be too easily to conjecture. In the novel, they died as the rhyme predicted to some extent but also had some differences, how to make it justified is the biggest problem. Of course, she made it.
Anthony Marston was the first dead man. As the first line in the rhyme “Ten little Indian Boys went out to dine; One choked his little self and then there were nine.”Anthony’s death went this way:
Anthony said with a grin:
“The legal life's narrowing! I'm all for crime! Here's to it.”
He picked up his drink and drank it off at a gulp.
Too quickly, perhaps. He choked-choked badly. His face contorted, turned
purple. He gasped for breath-then slid down off his chair, the glass falling
from his hand.(Christie:2011:74)
In this chapter, Anthony Marston died first. The Dr. Armstrong examined his body and told everyone he died of asphyxiation which just looks like chocked from outside. After his death, a little Indian figure also disappeared. In this part, actually, Anthony was died of asphyxiation, but the author wants his death get as close as possible to the nursery rhyme, so he looks like chocked himself and died.
The second line in the rhyme is “Nine little Indian Boys sat up very late; one overslept himself and then there were eight.” Then Mrs. Rogers followed Anthony’s step, died in her bed, probably due to an overdose of barbiturates. After that, another little figure disappeared:
He bent over the bed where the woman was lying peacefully on her side. He
lifted the cold hand, raised the eyelid. It was some few minutes before be
straightened himself and turned from the bed.
Rogers whispered:
“Is--she--is she--”
He passed a tongue over dry lips.
Armstrong nodded.
“Yes, she's gone.”(Christie:2011:93)
Of course, to get as similar as possible, it seems like she overslept herself then died. While In fact, we know the truth is an overdose of barbiturates.
After that, they made a short work of searching the island only to find out there were no one on the island but their eight selves. They realized that murderer is between them. Then came General Macarthur’s died. “Eight little Indian Boys travelling in Devon; one said he'd stay there and then there were seven.”
As by common accord, they all rose to their feet. They stood looking towards the door.
Dr. Armstrong appeared, his breath coming fast.
He said:
“General Macarthur-”
“Dead!” The word burst from Vera explosively.
Armstrong said:
“Yes, he's dead.”
There was a pause-a long pause.(Christie:2011:146)
Close to the nursery rhyme enough. The action of searching the island is just like “travelling in Devon”; we know that General Macarthur hasn’t took part in them, he just “stay there”and died. The author is really a genius.
At this time people got really scared, because they knew that murderer is one of them. On the third day morning, Vera found that there were only six figures left and before long they found Rogers died. “Seven little Indian Boys chopping up sticks; one chopped himself in halves and then there were six.”
They found him shortly afterwards.
He was in the little wash-house across the yard. He had been chopping sticks in preparation for lighting the kitchen fire. The small chopper was still in his hand. A bigger chopper, a heavy affair, was leaning against the door-the metal of it stained
a dull brown. It corresponded only too well with the deep wound in the back of
Rogers' head. . . .(Christie:2011:185)
Rogers died when he had been chopping sticks in preparation for lighting the kitchen fire, the murderer cut him up. It looked just like “chopped himself in halves”.
Then tragedy came to Emily Brent. About her death, the rhyme said: “Six little Indian Boys playing with a hive; a bumble bee stung one and then there were five.” In
fact, she died of Potassium Cyanide, same as Anthony.
“How did she die, doctor? She was all right when we left her here!”
Armstrong's attention was riveted on a mark on the right side of the neck.
He said:
“That's the mark of a hypodermic syringe.”
There was a buzzing sound from the window. Vera cried:
“Look-a bee-a bumblebee. Remember what I said this
morning!”(Christie:2011:202)
The murderer put some sleeping pill in her coffee beforehand, when she felt tired, he injected some Potassium Cyanide into her body. The murderer also put a bumble bee on her head so her death can imitate what the nursery rhyme said.
At last we know that Mr. Justice Wargrave is the murderer. He got Dr. Armstrong to be his partner, which means that the doctor feigned his own death and is still alive. As same as the rhyme goes, “Five little Indian Boys going in for law; One got in Chancery and then there were four”.
Dr. Armstrong raised the limp hand and felt for the pulse. Then he turned to the
others.
He said-and his voice was expressionless, dead, far away: “He's been shot. Got
him through the head. Instantaneous.”
Vera stooped to the wig. She said, and her voice shook with horror: “Miss Brent's
missing grey wool.”
Blore said: “And the scarlet curtain that was missing from the bathroom. . . ”
Vera whispered: “So this is what they wanted them for.”(Christie:2011:223) How to “got in Chancery” and died? On a small island that seems impossible. But the author did it. Mr. Justice Wargrave was a judge, and died in judge’s custom in the end, echoed with “One got in Chancery and then there were four”.
Then Mr. Justice killed the Doctor at mid-night. A quick vigorous push sent him off his balance and splash into the heaving sea below. “Four little Indian Boys going out to sea; a red herring swallowed one and then there were three.” After that, he broke a figure. There were only three left.
The man was wedged between two rocks, flung there by the tide earlier in the day.
Lombard and Vera reached it in a last scramble. They bent down.
A purple discoloured face-a hideous drowned face. . . .
Lombard said:
“My God! it's Armstrong.”(Christie:2011:259)
The death of Dr. Armstrong is the easiest one for readers to guess. He was drowned. But the doctor hadn’t realized that. “A red herring”means a lot; we will discuss it at length later.
The rhyme said “Three little Indian Boys walking in the zoo; a big bear hugged one
and then there were two.” And Blore died of a bear-shaped clock.
They found Blore. He was spread-eagled on the stone terrace on the east side, his head crushed and mangled by a great block of white marble.
Philip looked up. He said:
“Whose is that window just above?”
Vera said in a low shuddering voice:
“It's mine-and that's the clock from my mantelpiece member now. It was shaped like a bear.”
She repeated and her voice shook and quavered:
“It was shaped like a bear. . . .”(Christie:2011: 255)
As there can't be a real bear on this island, the author use a bear-shaped clock to made it possible. “A big bear hugged one”, the clock is the bear, while Blore is the “one”.
By now, there are still two people left, Lombard and Vera. They all conclude that the other was the murderer, so Vera stole Lombard’s revolver and shoot him. The rhyme said: “Two little Indian Boys sitting in the sun; one got frizzled up and then there was one.”
Automatically Vera pressed the trigger.
Lombard's leaping body stayed poised in mid-spring, then crashed heavily to the ground.
Vera came warily forward, the revolver ready in her hand.
But there was no need of caution.
Philip Lombard was dead-shot through the heart.(Christie:2011:264) Lombard was gunned down. How this death related to the rhyme “one got frizzled up” is the thing that I still can’t figure out. Maybe the situation is was already out of the murderer’s control, he could not predict how the last two people killed each other.
Vera was the last one survived. Mr. Justice set the stage in her bedroom. It was an interesting psychological experiment. Vera Claythome hanged herself before the murderer’s eyes. Like the rhyme said: “One little Indian Boy left all alone; He went out and hanged himself and then there were none.”
Wargrave and Lombard were shot, the former through the head, the latter through the heart. Miss Brent and Marston died of Cyanide poisoning. Mrs. Rogers died of an overdose of Chloral. Rogers' head was split open. Blore's head was crushed in. Armstrong died of drowning. Macarthur's skull was fractured by a blow on the back of the head and Vera Claythome was hanged. From the above we can see that the nursery rhyme “Ten little Indians”throughout the whole stories, everyone died following this prophecy of the rhyme, one by one, until the last one end ed her life. We can say that the most important role this nursery rhyme play is hinting the characters’ ways of death.
3.1.2 To hint the sequence of roles’ death
Maybe scrupulous readers will find out that not only the roles’ death but also their sequence are following the way of the rhyme.The sequence is as follow: Anthony Marston--Mrs.Rogers--General Macarthur--Thomas Rogers--Emily Brent--Mr.Justice Wargrave--Dr.Armstrong--William Blore--Philip Lombard--Vera Claythorne.
But actually we know that Mr. Justice Wargrave is the murderer. He faked his own death and still alive. So the death sequence we could see is not a strict one. The order of death upon the island had been subjected by him to special thought and care. People were sentenced by their degree of guilt. Those with the lightest sin passed out first, free from the prolonged mental strain and fear that those cold-blooded offenders had to suffer.The real sequence is: Anthony Marston(died instantaneously)--Mrs.Rogers(dead in a peaceful sleep)--General Macarthur--Thomas Rogers--Emily Brent--Dr.Armstrong--William Blore--Philip Lombard--Vera Claythorne--Mr.Justice Wargrave.
People on the island were suspicious of each other, even killed each other to live longer. Under the cover of the nursery rhyme, the real murderer hidden in the dark, seeing the cannibalism happened. The nursery rhyme also interfered police’s thought, led them sank into confusion and far from the truth.
3.2To suggest the murderer
In this book, police failed to figure out what happened on the island. No one could have left the island, the only explanation possible is that the murderer was actually one of the guests. What happened to the last four people was a mystery. After Wargrave’s death, Vera Claythorne's diary states that Armstrong left the house in the night and that Blore and Lombard had gone after him. Blore has one more entry in his notebook: “Armstrong disappeared.” Armstrong managed to polish off the other three before he went into the sea that night. But there's another point we can't get over. Armstrong's body had been dragged above high water mark. And it was laid out straight on the ground-all neat and tidy. So that settles one point definitely : Someone was alive still on the island after Armstrong was dead.
If Philip Lombard pushed over that lump of marble onto Blore, then he doped Vera Claythorne and strung her up. Lastly, he went down to the seashore and shot himself. But the revolver was found up in the house just behind the door on the top of the stairs.
What if Vera Claythorne was the murderer? She shot Lombard, took the revolver back to the house, toppled the marble block onto Blore then hanged herself. But that chair wasn't found kicked over. It was neatly put back against the wall, obviously done
after Vera Claythorne's death by someone else.
If the murderer was Blore. After shooting Lombard and inducing Vera Claythorne to hang herself, he went out and pulled down a whacking great block of marble on himself by tying a string to it. But seldom do people commit suicide in that way, what's more, not any evidence that Blore was that kind of person.
The unsolved problem left from above. Fortunately, we may find some clues from the nursery rhyme “Ten little Indians”.
3.2.1“A red herring”
Armstrong was drowned and died. His tragedy mostly caused by his trust in Mr. Justice, the real murderer.
The most important clue lies in the seventh verse of the nursery rhyme. “A red herring swallowed one and then there were three”.
I uttered an exclamation, leant over the cliff, told him to look, wasn't that the
mouth of a cave? He leant right over. A quick vigorous push sent him off his balance and splash into the heaving sea below. I returned to the house.(Christie:2011:296)
Armstrong's death is associated with a “red herring” which he swallowed-or rather which resulted in swallowing him. That is to say, at this stage, Armstrong was deceived and killed by some clearly indicated hocus-pocus. That might start a promising line of inquiry. At that period, there are only four persons and of those four, Mr. Justice Wargrave was clearly the only one likely to inspire him with confidence.
3.2.2 The manner of Mr. Justice’s death
Another clue is symbolical. The manner of Mr. Justice Wargrave death was extremely unique. He wore the traditional red robes and white wig like a judge. The bullet hole was on the forehead.
Mr. Justice Wargrave was sitting in his high-backed chair at the end of the room.
Two candles burnt on either side of him. But what shocked and startled the onlookers was the fact that he sat there robed in scarlet with a judge's wig upon his head. . . . Dr. Armstrong motioned to the others to keep back. He himself walked across to the silent staring figure, reeling a little as he walked like a drunken man.
He bent forward, peering into the still face. Then, with a swift movement, he raised the wig. It fell to the floor, revealing the high bald forehead with, in the very middle, a round stained mark from which something had trickled. . . .(Christie:2011:222)
“Five little Indian Boys going in for law; one got in Chancery and then there were
four”. We all know, he faked his own death, and make it looked like died of a shoot on the forehead. And after Vera died, he commits suicide by an ingenious design. The bullet hole was also on the forehead, which means the brand of Cain. According to The Bible Genesis, Cain killed his brother Abel, and his father made such a mark on his face. At first, readers may considered the judge as an equal criminal as the others invited, while Christie also succeed in confusing us by arranging a crime for the judge: a young boy’s death of erroneous judgement. However, the truth is the boy named Edward Seton did have committed crime. As long as we know that one of those ten people on the island was not guilty in any sense of the word, we can jump to the conclusion that he must be the qualified executioner.
3.3To create intense atmosphere
From the beginning to the end, “Ten little Indians” repeated over and over again. At the first page of the book, it appears in full edition. When the rhyme appeared on every guests’ bedrooms, not a single line was left. Beside the dead body of every victim, only the related part of rhyme came after. Why the author led this rhyme appeared repeatedly and never get tired? Is it not enough to say just once? Some may say it is an too important clue that to appear fewer times in the book. Furthermore, repeating the rhyme plays an important role in creating an intense atmosphere capturing readers’ mood.
This nursery rhyme shows at the very beginning. Someone may open this book in a bookstore or library just by chance, and find this famous song he knows so well. That offers him enough reason to read it. In fact, Mother goose’s rhyme is widely known by traditional English and their children, so that assumption is reasonable. However, while those rhyme mean nothing but catchy words to children singing them, an adult reader will be full aware of the absurdity and terrifying atmosphere hidden inside, which set a tone at the beginning.
At the first night, everyone found this nursery rhyme in his or her bedroom, and ten little Indians figures in the center of the round table after a short while.
In the center of the round table, on a circular glass stand, were some little china figures.
“Indians,” said Tony. “Indian Island. I suppose that's the idea.”
Vera leaned forward.
“I wonder. How many are there? Ten?”
“Yes-ten there are.”
Vera cried:
“What fun! They're the ten little Indian boys of the nursery rhyme, I suppose. In
my bedroom the rhyme is framed and hung up over the mantelpiece.” Lombard said:
“In my room, too.”
“And mine.”
“And mine.”
Everybody joined the chorus. Vera said:
“It's an amusing idea, isn't it?”
Mr. Justice Wargrave grunted:
“Remarkably childish,” and helped himself to port.(Christie:2011:44) This time, the nursery rhyme showed at the right time. T he author’s intention was obviously that she wants to plant a hint from an early time. But when we mention those Indians figures, we will find that they seems unnecessary. What’s more, they may even became a burdensome to the murderer. Why should author set this point? To strengthen the mysticism color and reinforce the terrifying atmosphere is the only explanation.
In the body of the novel, we can see some related part of the rhyme repeated many times. When Any of them died, others could discover some related sentence from the nursery rhyme describing their death.
Through the vivid description of scenes, visual portray of characters, detailed description of psychology，Christie finally bring the readers into a terrifying atmosphere and left them profound horror. Step by step, the readers were led into a reading process throughout panic and suspiciousness. Who will be the next victim? Who will survive in the end? Which one of them was the real executioner hiding in darkness? Desolation and desperation expanded through the characters, and so did us readers. The rhyme——those gloomy sentences echoed once and again, resounded a neverending elegy.
4. Conclusion
In conclusion, hint insinuation of the nursery rhyme “Ten little Indians”in Agatha Christie’s And Then There Were None varied in different situations. From the above, we analyzed the origin, background, uses, and propose of this nursery rhyme, and find out its hint insinuation.
For the origin, “Ten little Indians”extracted from Mother Goose, which contains a number of bloody, brutal sentences, mainly due to its dark background. In 18th-century England, where the Industrial Revolution started, most of the people became victims of capitalism. The dark side of society projected on those unpleasing words. Some of the lyrics reflect historical background, and some are interwoven with reality, those quite
common scenes of poverty, chaos and crimes. The story “Ten little Indians” related was how ten boys died out one by one while the only one left finally collapsed by loneliness and hanged himself. This can also be seen as the group of people at the bottom of the working class who have been oppressed by the brutal middle class and capitalism, gradually dying out until no one stay at last.
From its hint insinuation, we discuss its uses as the follow. First is to hint the sequence and the ways to death. On this point, everyone found a nursery rhyme “Ten little Indians”at the first night. Then came the scariest part that they died one by one, following not only the way but also the sequence like the rhyme. Second, as the whole unsolved case became an mysterious black box, the nursery rhyme helped readers to find some clues. For one instance, Armstrong's death is associated with a “red herring” which he swallowed-or rather which resulted in swallowing him. That is to say, at this stage, Armstrong was deceived and killed by some clearly indicated hocus-pocus. Another clue is the manner of Mr. Justice Wargrave’s death, he comitted suicide with the bullet hole on the forehead. That means the brand of Cain.
From its uses, the rhyme also help to create intense atmosphere. By using the rhyme repeatedly, Christie created vivid scenes, visual portray of characters and detailed psychology of them, finally bring the readers into a terrifying atmosphere and infected them with profound horror.
Bibliography
Green, Frank. The Real Mother Goose [M]. United States of America:Blue Sky Press,1869.
Christie, Agatha. And Then There Were None [M].United States of America:HaperCollins Publishers, 2011.
Christie, Agatha. An Autobiography [M].United States of America:HaperCollins Publishers, 2011.
儿歌在小学低年级数学教学中的作用
儿歌在小学低年级数学教学中的作用 数学的特点是具有抽象的理论，严谨的逻辑和广泛的应用性。但儿歌的特点是内容浅显、篇幅简短、语言活泼。这两者似乎有着较大的差异。不过，在课改的热潮中，新课程强调以创新精神和实践水平的培养为重点，提倡、引导并促动学生建立新的学习方式。新课程标准中也一再指出，要注重学生的已有经验和兴趣爱好、个性特长等发展特点。将儿歌引入小学低年级的课堂教学，其实也正是注重了学生的兴趣爱好。同时儿歌与数学教学相结合也充分体现了育教娱乐。根据小学儿童感知的不精确、注意力的不稳定持久的心理特点，通过编排一些简短，内容浅显的，朗朗上口的儿歌，则可将数学中抽象的概念、严密的逻辑得到适当缓解。同时小学低年级教学中的儿歌又不同与幼儿学习中遇到的儿歌，教学中的儿歌或许缺少了韵律，但其中蕴藏着数学的规律和要求。这个特殊性，让儿歌和数学教学又结合在了一起。 作为一位从教多年的数学老师，经过多年持续的实践，我发现在低年级数学教学中，教师若能抓住儿童心理特征，采用一些儿歌协助教学，不但有助于激发学生的学习兴趣，使他们积极主动地参与教学，而且能创设一个轻松愉快的学习气氛，让学生在这种气氛中较好地掌握所学知识。由此我也总结出了一些儿歌进入低年级数学课堂的教学心得。 一、儿歌充满童趣，能激发学生学习数学的积极性。
数学知识在一些孩子看来数学是枯燥乏味的。因而他们怕学数学，怕学不好数学，其实都是学生对数学的畏惧心理和数学的枯燥性所致。所以只有改变现状，刷新学生对数学的理解，才能为学习数学奠定良好的基础。而儿歌教学是孩子成长中最常见，也是最适合儿童心理特征的教学途径之一。因为其内容浅显、思想单纯，深受孩子们的喜爱。在数学教学中若能合理使用儿歌，就能成为一把打开孩子探索求知之门的钥匙。对于刚进入小学的孩子来说，数学教学中采用儿歌，让孩子更有亲切感。儿歌的童趣增添了数学的魅力，让孩子更愿意去了解学习数学知识，增强学习数学知识的兴趣。 二年级的长方体正方体教学是小学阶段所教授的纯几何的知识，要求学生不但要掌握概念，还要培养空间观点和空间想象水平。这些抽象的概念对二年级的孩子来说，是空间理解的一个飞跃。如何能让他们接受呢？由此，我想到了利用充满童趣的儿歌来实行教学，调动起学生学习的兴趣。课上我用一首儿歌谜语来引入： 小小一个长方体， 肚里装着尺和笔， 小朋友们来上学， 把它放进书包里。 孩子们被这个首充满童趣的儿歌谜语吸引，兴致勃勃的开始理解了解正方体长方体的特点……短短的一首趣味儿歌，引出了数学知识新篇章，也调动了孩子们探索数学知识的积极性。学生注意力集中了，害怕与困惑的心理一扫而空，学生就在愉悦的心境中进入了学习的佳
我国古代诗歌发展概述
中国古代诗歌发展概述 中国是诗歌的国度。中国诗歌历史悠久，如果从《诗经》算起，已经有三千多年的历史了。在漫长的岁月中，诗歌一直和中国人的日常生活、情感世界紧密相关。中国诗坛涌现出众多杰出的诗人和优美、感人的作品，诗歌创作的优良传统一直延续不断，成为我们今天引以自豪的精神财富。 下面就让我们漫步在历史画廊中，回顾一下中国古典诗歌发展的光辉历程，了解其伟大的艺术成就。 一 诗歌的源头是歌谣。上古时代，没有文字，只有在口头上传唱的歌谣。由于没有文字的记录，所以我们今天难以窥见其历史原貌。 大概到了周代，周王朝为了制礼作乐，曾派采诗官在春秋两季到各地搜集歌谣，贵族们为了祭祖、宴客、出兵、打猎、讽谕等目的也作诗、献诗，这些诗在公元前6世纪左右，被编辑成了《诗》。《诗》共收入自西周初年（公元前11世纪）至春秋中期（公元前7世纪）大约五百年间的诗歌305篇，所以又被称为“诗三百”，汉代以后被尊为经典，遂有《诗经》之称。《诗经》是中国最早的一部诗歌总集，也是中国诗歌最早的、最为重要的一个源头。其中的作品按照音乐分为“风”“雅”“颂”三部分。“风”是带有地方色彩的民歌，共有周南、召南、邶、鄘、卫、、齐、、唐、王、、、桧、、豳等15个诸侯国的民间歌曲160首，又称十五“国风”。“雅”是周王朝直接统治地区的音乐，共有105篇。又因产生的时代和乐调的不同，分为“大雅”和“小雅”，“大雅”多是西周时代的作品；“小雅”则多为周王室衰微以后的作品。“颂”是用于宗庙祭祀的歌舞曲，其中又分为“周颂”“鲁颂”和“商颂”，共40篇。《诗经》所表现的容较为丰富。“雅”“颂”中有些作品带有“史诗”的性质。《诗经》的精华在于十五“国风”。“饥者歌其食，劳者歌其事”，歌唱爱情，赞美劳动，揭露现实，是“国风”中最为动人的主题。《诗经》的表现手法丰富多彩，后人曾经归纳为“赋、比、兴”。“赋”是铺叙述，“比”是比喻，“兴”是起兴。《诗经》在句式上以四言诗为主，章法复沓，回环往复；语言上双声叠韵的现象比较普遍，修辞巧妙，韵律和谐。但是，《诗经》对后世最大的影响在于后来汉儒借《诗经》所阐发的“诗言志”“美刺”“比兴”以及“温柔敦厚”的诗教观，一直被历代诗人奉为创作圭臬。 中国诗歌的另一源头是《楚辞》。《楚辞》是在战国后期南方的诸侯国楚国民歌的基础上发展起来的一种带有浓厚地方色彩的新诗体。它的奠基人和代表作家是屈原。屈原，是楚国的一个没落贵族，曾任三闾大夫和左徒，一度受到楚怀王的信任和重用。他对主“举贤授能”，变法图强；对外主联齐抗。后因遭到贵族保守派的谗害排挤，被楚怀王放逐了。在放逐途中，他爱国之心始终不渝，把满腔的郁闷写成了一首首感情浓烈、文辞华美的诗篇。面对楚国的衰落和人民的苦难，屈原忧愁，无以自拔，遂自投汨罗江而死。他是中国诗歌史上最早的、影响最为深远的爱国诗人。现在能够确定的屈原的作品，主要有《离骚》《天问》《九歌》等。其中《离骚》集中反映了屈原的人格魅力和艺术成就。《九歌》是屈原根据楚地民间祭祀乐歌改作和加工而成的一组诗歌，或写人对神的礼赞倾慕，或写神灵间的眷念、爱恋，语言优美，情思忧伤。《楚辞》所代表的是完全不同于《诗经》的别样的诗歌美学风格，它以波荡汹涌的感情、奇幻瑰丽的想象、
小学低段数学教学儿歌、口令、游戏等
儿歌 [概述] 小学生的数学学习是一种符号化的数学知识与生活实际经验相结合的学习过程，他们在数学学习中遇到的最大障碍就是觉得数学知识枯燥乏味、抽象性强，不易理解和掌握。那么，教师在教学中如何针对小学生的生理、心理特点，解决数学学科高度抽象性与小学生具体形象思维之间的矛盾呢？在教学实践中，我们发现巧妙编制一些数学儿歌，能很好地突破这个难题。因为儿歌贴近学生的生活实际，读起来又朗朗上口，让他们倍感亲切、生动，所以易学、易记。因此，一些脍炙人口的数学儿歌，更成为学生成长中不可缺少的一份“智慧快餐”。 学习习惯 ?课前准备1 点点头，伸伸腰，我们来做课前准备操， 动动手，动动脚，开动脑筋勤思考。 你一言，我一语，这样发言可不好。 耳要聪，目要明，文明守纪我最行， 棒！棒！棒！我真棒！争做班级的NO.1。YEAR！ ?课前准备2 上课铃声响，快点进课堂， 学习用品齐摆上，等待老师把课上， 坐姿要端正，废话不再讲。 起立要站直，精神要饱满， 问好要大声，把课好好上。 ?课前准备3 上课铃声响，端坐座位上。 小手——放放平！ 小脚——并并拢！ 胸脯——挺挺起！ 眼睛——望向前！ 不回头，不张望。 凝神看老师，边听边要想。 发言先举手，声音响又亮。 ?上课歌1 成绩好，有诀窍，认真听课很重要； 书展开，笔在手，课前准备要做好；
眼看清，耳挺好，上课专心不说笑； 勤动手，多动脑，精力集中质量高； 师教导，要记好，同学之间多探讨； 勇挑战，善思考，学生守则要记牢； 敢提问，会创造，方法科学效率高。 ?上课歌2 声音响亮不要叫，口齿清楚都听到， 说话内容先想好，简单明白很重要， 认真倾听不可少。 ?上课歌3 上课发言要举手，课堂纪律不能忘， 别人发言认真听，自己发言不乱讲， 书写不忘三个一，字迹端正我最棒。 团结互助不能乱，正当学习好伙伴！ 小小手儿本领大 我们都有一双手，小小手儿本领大。 左手按，右手指，帮助眼睛看仔细。 左手尺，右手笔，横线划得平又直。 左手右手在一起，助我认真来学习。 ?写字歌1 书本端正放面前，垫板铅笔准备好。 看看仔细再动手，一笔一划要端正。 用左手，轻按本。 眼离书，约一尺。 胸与桌，离一拳。 专心写，少出错， 好习惯，早养成。 ?写字歌2 1：离开右角开始写，斜斜到底离开左。 2：离开左角向上弯，弯到顶上回到左，靠着底边描到右。3：离开左角向上弯，弯到顶上回到中， 弯过右边和底线，翘到左角上一点。 4：离开左角顶格写，斜过中线碰到左， 转向右写到底，插上矮1到中间。 5：离开左角顶格写，斜到中线碰到左， 弯弯占满下半格，翘到左角上一点。 6：离开右角开始写，斜斜到左靠一靠，
儿歌,让数学课堂大放异彩
儿歌，让数学课堂大放异彩 内容摘要：一线教师为了吸引孩子们的注意力，为了培养孩子们学习数学的兴趣，便不断改进自己的教学手段，不断变换自己的教学方式，想尽办法让孩子们乐学，好学。而将数学教学与儿歌结合起来的教学，不仅可以培养学生的学习兴趣，还在一定程度上加深学生对学习内容的掌握，还对一些难题通过儿歌的形式将解题方法进行形象化，让学生学得轻松、高效。关键词：儿歌；数学课堂；形象； 数学课堂是枯燥的课堂，越到高年级越有这种体会。语文课，词句的优美，故事情节有趣动人，自己的思维可以无限制地发挥，自己的想法可以尽情地挥洒。而数学课，则1+1只能等于2，面积公式不可能我想怎样表示就怎样表示。在看来如此规矩的课堂，我们一线教师为了吸引孩子们的注意力，为了培养孩子们学习数学的兴趣，便不断改进自己的教学手段，不断变换自己的教学方式，想尽办法让孩子们乐学，好学。 人天生就有记忆的能力，而且记忆能力极其惊人。美国麻省理工学院科学家的一份报告说：假设你始终好学不倦，那么，你脑子一生储藏的各种知识，将相当于美国国会图书馆藏书的五十倍。据说，该图书馆藏书一千多万册，也就是说，人的记忆容量相当于五亿本书籍的知识总量。还有人估计，全世界图书馆藏书七亿七千万册。它们所包括的信息总量共有四千六百万亿比特，这正好和一个人脑所能记忆的信息大体相当。并且，人的记忆可以保持七十到八十年以上。确实如此，孩子们对于每一篇学过的课文，对于每发生过的一件事，有时还是儿时读过的一首儿歌都能情景再现，说明孩子们有足够的记忆空间。 妙用儿歌让无趣变有趣 对于一年级的孩子来说，孩子们对学习充满了美好的憧憬和希望，但往往很多孩子在读了两、三个星期以后，也许不要我们问，孩子就会常说，还是在幼儿园里好。特别是数学，如果经过早教的孩子，他们会觉得要学的数学知识都是知道的，更没有学习数学的兴趣。而以儿歌为载体，融教育、教学、娱乐于一体，无疑是促使他们从学前教育快速向学龄教育过渡的最好的学习迁移方式。 入学时的始业教育，我这样设计： 小朋友们，还记得我姓什么吗？（赵）看来好多人的记性相当不错。我是你们的数学老师。你知道我们教室里有几位老师吗？（一个）是一个吗？你们再找找看，（学生可能会满脸疑惑）你看**小朋友上课坐的多么的端正。他不就是我们学习的好榜样吗？（是）那他也就是我们的小老师呀！我们就叫他小*老师。大家再找一找，像这样的小老师还有几个呀！（生找）哇，我们班的小老师真多！ 今天我还带来一个新朋友------米奇。喜欢吗？ 我们一起来看一看这可爱的小动物，赵老师可喜欢了。只要当上小老师的小朋友，就能奖到最棒的米奇。 你知道它的耳朵为什么长得这么大吗？ 这大耳朵可是用来认真听课的，包括认真听老师的话，认真听同学的发言； 看，※※※就有米奇的大耳朵 你知道它的眼睛为什么睁得这么大吗？ 是的，是用来认真看的，认真看黑板、认真看书、认真看以后的题目； 看，※※※就有米奇的大眼睛 你知道它的嘴巴为什么张得这么大吗？
无人生还读后感教学教材
无人生还读后感
无人生还读后感 在推理小说的世界里，阿加莎-克里斯蒂的《无人生还》，是我们所不应忽略的作品。这本书无论是作者本人，还是广大读者，都公认是作者一生中最伟大的作品。就小说本身而言，其中首创的封闭山庄童谣杀人的杀人模式，以及《无人生还》问世后，后世的许许多多的作家写的向《无人生还》的致敬或挑战之作，又或是戏谑之作，都无不从某种角度上证明了《无人生还》一作在推理文学史上所占有的具有里程碑意义的地位。笔者有幸得空连原作在内，阅读了这一系列的6部作品，又早闻由阿加莎克里斯蒂所写的同名剧本《无人生还》即将首次在沪上演，现在记下读书心得，算是在公演前对作品进行一番温习，也算是向诸位推荐一下这个作品吧。 一、《无人生还》 “世界上有许许多多的犯罪小说作家，而阿加莎-克里斯蒂则是统辖他们的女王” ——贵州版《无人生还》封底语 《无人生还》讲述的是一件离奇的案件：十个身份不同的人，因为收到署名信件而一起来到了黑人岛上的别墅。在封闭的小岛上，谋杀伴随着流传于黑人岛上的童谣发生了。十个人陆续按照童谣中所描写的那样，以不同的方式走向了生命的尽头。没有外人，一切都合乎逻辑，那
么真凶究竟是谁?真-相究竟是什么呢? 平心而论，这的确是一部伟大的推理杰作。第一次读这样类型的作品，带给你的是震撼和不可思议。诞生于上世纪三十年代的这部作品，一方面保持了阿婆所特有的女性细腻的笔法，另一方面，不得不让人惊叹她卓越的构思布局能力。阅读这样的小说，面对这样的杀人动机，我们能体会到阿婆所认同价值观，但更重要的是享受其中本格推理所带来的妙味。 一口气通读完这个作品，我心中惟有赞叹不绝，如果说要我其中挑出稍许不满的地方的话，我想如果阿婆的另一个作品——《帷幕》能和《无人生还》结合的话，让波洛成为黑人岛的主人，主宰这整个杀人事件，或许更佳。因为，我想不出，一个以塑造大侦探波洛而闻名于世，有着世界侦探小说女王之称的作家，却以这样的一部没有侦探出现的作品，成为其一生的最高杰作，这是一种荣幸，又或是其他呢。但是，时至今日，我们无法否认的是，《无人生还》已经超过了其本身的文字所能代表的意义，成为了阿加莎-克里斯蒂，乃至推理小说的代名词。 二、《双曲线杀人》 “本书是西村京太郎大展才华的登峰造极之作，是他的作品中评价最高的一部” ——林白版《杀人双曲线》封底语
幼儿学习与发展评价与分析参考表中班
格式 WORD幼儿“学习与发展”评价与分析参考表（一） 幼儿姓名：评价分析者：评价时间： 评价等级领评价项目主要表现☆☆☆☆☆☆域听信号有节奏地走和跑；走跑交替150 米；能双脚站立由高
20-25 动作发展健厘米处向下跳。 生活习惯会用餐巾擦嘴，能坚持进餐后漱口；学习用便纸擦屁股。康自理能力正确使用筷子吃饭。 能看图说出《金色的房子》故事中小姑娘和小动物们之间发生讲述的故事，可以有表情地讲出故事中不同角色的对话。语能用普通话比较清楚地朗诵诗歌《老师本领大》，发准翘舌音，表达并能说出自己老师的本领，有关心老师的简单行为。言阅读兴趣愿意看自己喜欢的图书，并讲给别人听。 归属感能较快适应人际环境中发生的变化，换了新老师能较快适应。 社能说出自己好朋友的名字以及简单的喜好，喜欢和小朋友一起交往能力游戏。 会愿意为小朋友服务，坚持完成自己承担的值日工作，不会做的责任感能向老师求助并努力学会。 喜欢动手尝试使用打气筒给气球充气，乐于观察实验中充气多探究兴趣少与气球大小变化的关系，愿意积极表达自己的发现。科数学认知学习5 的形成与数数，能正确表达4、5 两数多一少一的关系。 学能从3-4 种不同的图形中找出长方形和正方形，说出它们的基逻辑比较本特征，能发现生活中的长方形和正方形
的物品。 能用自然好听的声音有表情地演唱《太阳小鸟夸奖我》或《幼主动表达儿园里好事多》；会边做简单动作边演唱《我们都是好朋友》。 艺感受与喜欢用绘画、制作的美术方式表达对老师、好朋友的印象，绘 表征画中能表现出老师及同伴的突出牲。 术认识、选择卡纸、纸盒等美术材料和剪刀等工具，在打扮教室、想象与为弟弟妹妹做礼物等过程中能大胆尝试、设想与创作1-3 件小创造玩具。 综合分析：专业资 料．
儿歌在小学数学教学中的运用
儿歌在小学数学教学中的运用 儿歌往往贴近孩子们的生活实际，读起来又朗朗上口，让学生备感亲切，生动、易学、易记。因此，一些脍炙人口的数学儿歌更成为学生成长中不可缺少的一份智慧快餐。 一、巧用儿歌——激励情绪养常规 人的学习与情绪有关，儿歌吟唱中那优美的旋律、轻快的节奏、和谐的情感能给学生以美的享受和情感熏陶，从而产生积极的情感效应，养成良好的学习常规和习惯。 如：当课堂铃声响起时，班里传来朗朗儿歌声“铃声响，进课堂，学习用具放放好，静等老师来上课，比比哪个坐得好!”通过常规儿歌使学生明确上课常规要求，做好思想上的准备，教师一进教室就可以开展教学。课中还可以用一些常规儿歌来强调要求，如：“小铅笔，手中拿，身体坐正书放乎，一寸、一尺和一拳，端端正正写好字。”、“老师讲课用心听，同学回答仔细听。边听边想动脑筋，认认真真学本领。”在教学中，我们还可以用表扬儿歌、竞赛儿歌等来帮助学生集中注意，提高学习效率。如：在学生正确回答问题后，可以用儿歌及时表扬“你真棒，你真棒，你是我们的好榜样”这样表面上似乎只是表扬某个学生，实质上是鼓励全班的同学积极思考、回答问题，形成良好的学习气氛。 二、巧用儿歌——突出重点促理解 所谓教学重点，就是学生必须掌握的基本技能。如：意义、性质、法则、计算等等。如何把教学重点讲懂、讲深、讲透、讲活，是每个教师努力追求的境界。教学实践表明，编成儿歌的基本概念不容易忘记，能给学生带来事半功倍的效果。教师巧妙运用数学儿歌，能够帮助学生透过现象看本质，透过表象抓实质，拓展学生的思维空间。 如：教学多位数读写法时，编制读数儿歌：“读数要从高位起，哪位是几就读几；每级末尾如有零，不必读出记心里；其他数位连续零，只读一个记仔细；万级末尾加读‘万’，亿级末尾加读‘亿’，读数规则永牢记。”
话剧无人生还观后感
话剧无人生还观后感 话剧无人生还>观后感 我必须承认，这是我第一次看悬疑话剧。 我也算是个刚入门的>戏剧迷吧，大学四年也看了一些戏，但惊险悬疑类我很少考虑，因为不喜欢被吓。可这次《无人生还》的评价实在太好了，加上阿加莎·克里斯蒂的鼎鼎大名摆着，着实激起了我的好奇心，于是买了一张山顶票，今天下班兴冲冲地跑到浙话艺术剧院看戏去了。 第一幕平平淡淡，甚至有一点柯南既视感……本来么，孤岛，互不相识的一群人，一个一个接连死去，找不到凶手……多么烂俗的桥段。可是到了第二幕，死亡的频率大幅增加，恐怖的气氛逐渐浓重，吓得我时而捂耳朵，时而捂心口，冒了一身的冷汗，直到全剧结束，心脏还在砰砰乱跳，实在忍不住要大呼过瘾！在感到刺激痛快的同时，我也终于领略到了戏剧舞台在营造惊悚气氛时，与电影在手法上的种种不同。 电影营造恐怖气氛，最主要的两个武器当属配乐和镜头，我们每个人都知道，一部惊悚片，若是在静音模式下观看，其威力一下小了不少，而特写、光影也是营造恐怖气氛的帮凶。然而到了舞台上，镜头语言不复存在，在《无人生还》中，甚至配乐的成分也大大降低，可它却依然能营造出绝妙的恐怖气氛，这一要归功于灯光，二要归功于戏剧节奏，导演巧妙的设计，层层推进的氛围，让观众的一点一点地代入到剧情中，惊恐万分。 大幕一拉开，变幻的灯光就营造出了一种诡异荒凉的气氛，一座宁静的房子，交替亮起的聚光灯，使得房内的每一件家具看起来都如同潜伏的怪兽，随时会把人吞噬。然而恐怖的气氛只持续了很短的时间，很快，灯亮了起来，仆人、厨娘忙忙碌碌，客人依次来到，相互打着招呼，一切都是如此的和谐，剧情也在众人的交谈声中，逐步展开着。 然而戏剧的精彩之处，就是总会在你心情放松的时候出现转折，《无人生还》也是这样。很快，留声机里的莫名指控、迅速死去的第一个人、摔碎的印第安小男孩……一连串的恐怖事件，把气氛一下子扭转了过来，悬疑的感觉迅速铺开——凶手是谁？手法是什么？这十个人真的都有罪吗？接下来遇难的又会是谁呢？在这样的问号中，每一个观众都清楚地意识到，下一次死亡已近在咫尺，顺着这样的期待，随后发生的第二起谋杀为第一幕画上了句号。 也许正是因为太符合预期了，第一幕给人的感觉平平淡淡，幕间休息时我脑海里甚至出现了“不过如此”几个字，什么吓破胆的说法应该只是噱头吧，我暗自揣测。 现在，坐在电脑前写着剧评的我回想起当时的这些念头，不由得怀疑导演是有意将第一幕设计得如此平淡无奇的，因为在第一幕完全没有被吓到的我，在第二幕付出了惨痛的代价。
儿歌在小学低年级数学教学中的作用
儿歌在小学低年级数学教 学中的作用 儿歌在小学低年级数学教学中的作用 数学的特点是具有抽象的理论，严谨的逻辑和广泛的应用性。但儿歌的特点是内容浅显、篇幅简短、语言活泼。这两者似乎有着较大的差异。然而，在二期课改的热潮中，新课程强调以创新精神和实践能力的培养为重点，提倡、引导并促进学生建立新的学习方式。新课程标准中也一再指出，要关注学生的已有经验和兴趣爱好、个性特长等发展特点。将儿歌引入小学低年级的课堂教学，其实也正是注重了学生的兴趣爱好。同时儿歌与数学教学相结合也充分体现了育教娱乐。 根据小学儿童感知的不精确、注意力的不稳定持久的心理特点，通过编排一些简短，内容浅显的，朗朗上口的儿歌，则可将数学中抽象的概念、严密的逻辑得到适当缓解。同时小学低年级教学中的儿歌又不同与幼
儿学习中遇到的儿歌，教学中的儿歌或许缺少了韵律，但其中蕴藏着数学的规律和要求。这一特殊性，让儿歌和数学教学又结合在了一起。 作为一位从教多年的数学老师，经过多年不断的实践，我发现在低年级数学教学中，教师若能抓住儿童心理特征，采用一些儿歌帮助教学，不仅有助于激发学生的学习兴趣，使他们积极主动地参与教学，而且能创设一个轻松愉快的学习气氛，让学生在这种气氛中较好地掌握所学知识。由此我也总结出了一些儿歌进入低年级数学课堂的教学心得。 一、儿歌充满童趣，能激发学生学习数学的积极性。 数学知识在一些孩子看来数学是枯燥乏味的。因而他们怕学数学，怕学不好数学，其实都是学生对数学的畏惧心理和数学的枯燥性所致。因此只有改变现状，刷新学生对数学的理解，才能为学习数学奠定良好的基础。 而儿歌教学是孩子成长中最常见，也是最适合儿童心理特征的教学途径之一。由于
无人生还英语读后感
无人生还读后感 It is said that the committing crime is the nature and original desire of human being. In my opinion, then there were none is the most blood-curdling and creeping one of all the creations of Christie. The story makes people with your hair standing on end and marvel at the crime?s delicateness. The story goes on with the way that Christie is most good at, a group of people was stuck in a place that nobody can come in and nobody can go out, while the murderer is one of them. People die one by one, and the feeling …you?re next to go? and the fear is like a shadow surrounded tightly. All the things that one can do is to guess, suppose and curse. Every collaboration and cooperation with the other people is full of suspicion and mistrust. The human nature totally came out when someone is confronted with desperation and death. In the book, you can even not tell who is controlling the whole story and what effects the tone, the voice or the language. The author put the thoughts of the characters in there, without telling you whose thoughts they were. I think Justice Wargrave was telling the story, but it is just my idea. Christie never showed that. It just make you to guess. Like the characters in the story. The motive of the murder depended on the characters and their personalities. Everyone seems to have his own motive and they are different from each other. But the only similar thing is the willingness to give justice to the murders of innocent people. And If I had to find a common thread of “motive”, I wou ld say that selfishness would probably be number one. Vera killed the child out of selfishness, General MacArthur- selfishness, even Dr. Armstrong?s drinking and Anthony?s driving over the children were different forms of selfishness and not being focused on the needs of others. Pretty much all the characters acted rather calm throughout the whole thing. I can?t imagine what I will do if I were in that situation, I would panic, cry, and find a trustworthy person and stick with them the whole time. However, in the book, The effect of guilt emerges as one of the major underlying themes. Christie accurately portrayed the different human responses which shoes Guilt is most often what brings a person to repentance. After reading, I wonder whether the people have got what they deserved, any of the characters were punished unfairly? Does “just behavior” mean that you are a “good” person? Warfield punishing the others for their prior actions but we can?t telling if he was right or not. In trying to create “justice” he himself became a murderer and unfortunately, nobody could help him. I n Christie?s autobiography, she wrote, “It was so difficult to do that the idea had fascinated me…I wrote the book after a tremendous amount of planning, and I was pleased with what I had made of it.” It was seemed to be an near-impossible story, but Christie made it come true.
中国古代诗歌发展概述(与课本同步)
中国古代诗歌发展概述 中国是诗歌的国度,中国诗歌历史悠久。它的产生久远得可以追溯到没有文字的远古时期。从《诗经》算起，已经有三千多年的历史。 诗歌的源头是歌谣。 诗歌发展的两大源头——先秦时期的《诗经》《楚辞》 一、现实主义源头——《诗经》 《诗经》——我国第一部诗歌总集，收集了西周初至春秋中叶，约五百多年间，305篇,所以又被称为“诗三百”。 《诗经》按用途和音乐分“风”、“雅”、“颂”三部分。“风”是指各地方的民间歌谣,“雅”大部分是贵族的宫廷正乐，“颂”是周天子和诸侯用以祭祀宗庙的舞乐。其中的“国风”是现实主义的精华。 《诗经》的主要表现手法是赋（铺陈叙述）、比（比喻）、兴（起兴——先言它物以引起所咏之物。) 《诗经》的句式以四言为主，兼有杂言。语言双声叠韵。 《诗经》所阐发的“诗言志”“美刺”“比兴”以及“温柔敦厚”的诗教观，一直被历代诗人奉为创作圭臬。 《诗经》的思想内容反映的社会生活非常广泛。有的诗篇揭露了统治者的腐朽，喊出反剥削，反压迫的呼声，如《硕鼠》、《伐檀》；有的诗篇表达了对徭役兵役的憎恨，如《伯兮》、《君子于役》；有的诗篇歌颂了男女之间真挚的爱情，和对美好婚姻生活的向往，如《静女》、《蒹葭》；有的则表现了妇女婚姻的不幸，如《氓》。总之，当时社会生活的各个方面，以及劳动人民的思想感情，都在《诗经》中得到了真切的反映。具有鲜明的时代感和人民性。后世把《诗经》奉为学习的最高典范。 二、中国浪漫主义的先河——楚辞 《楚辞》是在战国后期南方的诸侯国楚国民歌的基础上发展起来的一种带有浓厚地方色彩的新诗体。它的奠基人和代表作家是屈原。 它以波荡汹涌的感情、奇幻瑰丽的想象、铺陈华丽的语言，表现出极强的浪漫色彩和艺术感染力，成为诗歌发展的又一重要源头。 楚辞体的特点： 1、带有想象丰富、文辞华美、风格绚丽的浪漫主义色彩
《无人生还》 读后感1000字
《无人生还》读后感1000字 导读：读书笔记《无人生还》读后感1000字，仅供参考，如果觉得很不错，欢迎点评和分享。 《无人生还》读后感1000字： 《无人生还》（And then there were none）是英国著名的推理小说女王阿加莎·克里斯蒂（Agatha Christie）写的一篇推理小说。 阿加莎·克里斯蒂（Agatha Christie，1890年生于英国德文郡托尔奎。一战期间，她参加了英国和红十字志愿队，从事救护工作。在此期间，学习了大量药物和毒物知识。因此在她的侦探小说中，也有大量的用毒杀人的片段。 《无人生还》讲述了一个孤岛杀人的事件。八位客人和两位仆人分别收到了邀请信，被邀请到士兵岛做客。十个人各怀心事的去到了岛上，登岛的当晚，即遭遇恶劣天气，因此被隔绝在孤岛。 随后更是一个个遭遇了离奇事件。每间客房里都挂着写有关于十个小兵人的童谣的镜框；餐桌上摆放的十个小瓷人。 十个小士兵，出门打牙祭；不幸噎住喉，十个只剩九。九个小士兵，秉烛到夜半；清早叫不答，九个只剩八。八个小士兵，旅行去德文；流连不离去，八个只剩七。七个小士兵，举斧砍柴火；失手砍掉头，七个只剩六。六个小士兵，捅了马蜂窝；蜂来无处躲，六个只剩五。五个小士兵，同去做律师；皇庭判了死，五个只剩四。四个小士兵，结伴去海边；青鱼吞下腹，四个只剩三。三个小士兵，动物园
里耍；狗熊一巴掌，三个只剩俩。两个小士兵，日头下面栖；毒日把命夺，两个只剩一。一个小士兵，落单孤零零；悬梁了此生，一个也不剩。——弗兰克·格林一八六九 随后，十个人一个个按照童谣的死法死去。每有一个人死去，餐桌上的小瓷人就会少一个。人们都希望能找出一个办法拯救自己的生命。但是天气很糟，岛上没有离开的办法。 荒岛很小，四周没有躲藏的地方，凶手只能在他们中间。人们之间彼此怀疑，唯一幅都是以上帝视角和第三人称视角叙述。 随着小说人物的一个一个死去，事件的进展却越发显得悬念丛生。每个人物都有自己的的求生办法就是找出凶手。风浪停息，警察上岛，只有十具尸体。 这篇侦探小说没有其他侦探类型小说所共有的侦探及其探案过程。大部分篇故事和逃不了的“罪”。 老法官沃格雷夫：对杀戮有这无比强烈的欲望。做了一辈子法官，却认为法律约束了他与生俱来的正义感，因为“有的凶手犯下的罪不受法律制裁”。于是法官按照年幼时的一首童谣，设计了一桩完美杀人事件。 家庭教师维拉：她为了心爱的男人获得遗产，故意让主家小男孩溺水，然后让人们认为是意外。 修女布伦特：佣人与他人有染，未婚先孕，被她赶出家门，后投河自尽。 医生阿姆斯特朗：开始行医时业务不熟练，造成病人死在手术台
浅谈儿歌与幼儿语言的发展关系
浅谈儿歌与幼儿语言的发展关系 作者：*** 指导教师：*** 摘要：语言是人类沟通和发展的基本工具，只有具备了良好的语言表达能力才能在文明社会中生存。幼儿期（0-6岁）是语言学习奠定基础的关键时期，培养幼儿良好的语言能力也是学前教育最重要的内容之一。儿歌是学龄前儿童最先接触的语言文学形式，其简单明了、易于上口、富于诗歌与音乐韵律美感等特点都易为幼儿所接受和喜欢。因此儿歌的研究和解析对于幼儿语言学习有着十分重要的作用。本文从人文学和语言学的角度解析儿歌对于幼儿语言学习与发展的作用，并思考怎样促进幼儿儿歌语言发展和提出相关教学策略。 关键词：儿歌幼儿语言学习儿歌教学策略 一、引言 （一）背景介绍 语言是人类交流沟通的基本工具，是人与人之间信息与情感的传递载体。而作为语言学习基础奠定时期，学龄前幼儿的语言学习对于人类语言培养有着至关重要的作用。 学龄前幼儿一般是指0-6岁还未进入正规学校教育的婴幼儿童，这个阶段也是语言接受与发展最为迅速的时期[1]。对于语言研究学者、幼教老师以及家长来说，怎样促进幼儿语言学习的主动性、加强幼儿语言学的质量和效率是其研究和关注的焦点。一般说来，幼儿语言学习过程可分为有意识学习和无意识模仿。有意识学习主要指家长和老师的教导，包括幼儿语言课程学习、学前影视教育节目、数码教育产品等。而无意识模仿则包括幼儿在成人与成人、成人与小孩之间交流中的语言模仿、日常生活中出现语言交流环境时的模仿、幼儿之间玩耍交流时的语言实践与相互模仿等。因此培养幼儿语言能力则需要为其提供一个良好的语言学习环境，让其在学习与模仿中掌握语言沟通技巧。 儿歌是幼儿语言学习的重要工具。在幼儿教育中，儿歌是最基本也是最有效的教学体裁，其简单易学、形象有趣、富于诗韵美感等特点都让其成为幼儿喜欢和乐意接受的语言形式[2]。对幼师和家长来说，儿歌也是培养孩子语言感知能力和情感表达能力的重要教学形式。无论是教学目的明确的现代儿歌形式还是传唱度高的古老童谣，儿歌都对幼儿的语言学习起着无可替代的作用，同时也是成年
无人生还读后感1500字
无人生还读后感1500字 《无人生还》是英国推理小说作家阿加莎·克里斯蒂创作的长篇小说，讲述了八个素不相识的人分别因为不同的原因被U·N·0邀请到一座无人的小岛，并由两位管家接待，十个人在岛上生活最终被一一杀害的故事。 这是我第一次接触侦探推理小说，不得不折服于阿加莎对人物角色的塑造，个性鲜明又矛盾冲突，以及细腻的心理分析，对整个故事情节的构造，开启了“童谣杀人”和“孤岛模式“，整个故事结构故事情节紧凑，读起来一气呵成，在读的过程中，随着作者预设的剧情，不断进入故事情节，也不断进入作者的陷阱，在阅读过程中，凶手是谁，下一个是谁，不断的在不同人之间猜疑与判断，这样在作者的引导下，一直到尾声，感觉像进入了一个巨大的谜团中，无法完美的解释。一直看到结局，我都没猜到凶手是谁，在看完最后的那封信后才恍然大悟，原来是ta！谁能想到呢？原以为ta之前就已经被谋杀了。所有的侦探推理都要有一个结局，作者在文章结尾处对凶手进行了一段自白的描写，凶手将自白信装入漂流瓶被人拾起寄往苏格兰场，最终真相大白。 这是一场蓄谋已久的杀人案件，凶手借助童谣制造恐怖氛围，从第一天晚上开始的几天时间里，每天都有人按着儿歌里述说的方式死
去，每死一个人，餐桌上的瓷瓶就会少掉一个。古老的童谣犹如恶毒的诅咒笼罩着所有人，或许从踏上这座岛的那一刻开始，死亡的威胁已经无处不在。活着的人彼此依靠又彼此怀疑，但是一切的警戒与提防都是徒劳的。风浪停息了，岛上的明争暗斗也停息了，只留下了十具尸体，无人生还。 这篇文章作者借助于对人物进行塑造，揭露出人性的自私、贪婪与罪恶等真实面目，折射出受害者受冤、无处申诉的现实，完成了“文学反映生活”、“文学即人学”的文学使命；另一方面又在引发人们对道德与法律的思考，何为犯罪，何为犯法？文章中的这几个人都逃脱了法律的制裁，但是这十个人真的就是无辜的吗？当法律处置不了他们时又有谁能够为那些无辜的受害者伸张正义呢？在法律之外的犯罪，这种灰色地带的犯罪如何处理？ 看完这篇文章，我不禁想到，近年来儿童拐卖事件频频发生，之前网上有流传每年会有20万儿童被拐卖，虽然这个数字多少有夸大的成分，在"团圆"平台上，从2016年5月到2017年5月，过去整整一年中国失踪儿童的数据:平台共发布失踪信息1317人，找回1274人，尚未找回43人，找回率96.74%。但我觉得被拐卖的儿童远不止这个数字，这只是一个平台发布的信息，还有很多人不知道这个平台，导致数据统计不全面。现如今儿童拐卖是如此猖獗已经不仅仅去偷了，而是明目张胆的去抢，去学校门口蹲点，想想都非常可怕。然而这些
幼儿园语言在形象教育中发展——小班儿歌《小雨点》案例分析
幼儿园语言在形象教育中发展 小班儿歌《小雨点》案例分析 活动背景： 对于小班的孩子来说，由于生活经验比较少，动词和象声词的掌握比较欠缺。但是好动是小班孩子的特点，他们对声音也特别的敏感。 孩子喜欢用动作来表达自己内心的感受，也喜欢用声音来表达自己的发现。可是，毕竟他们的年龄有限，有时候他们只会用重复的动作和重复的声音表达，动词和象声词不够丰富。 雨是孩子生活中经常碰到的自然现象，春雨更是频频与孩子们接 触的事物。儿歌《小雨点》虽然篇幅短小，但是内容中的动词和象声词却十分的丰富。利用儿歌《小雨点》这个载体，通过图片、动作、仿编等形式，可以形象地发展孩子的语言。 效果分析： 环节一，回忆生活经验。 请幼儿根据生活经验讲述你看到的雨是什么样的，下雨的时候你都听到了什么，小雨好像在干什么呢？我设计这个环节的意图是想让孩子回忆自己的生活经验，在讲述中先接触一些动词和象声词，为后面的活动做铺垫。
在这个环节中，孩子们对雨的描述仅限于：大雨和小雨；大雨哗啦啦，下雨淅沥沥。这些经验来自于孩子去年的音乐活动《大雨和小雨》，和我的动作引导。其他的生活经验基本上没有。 活动开始部分孩子们的拘谨也有可能是因为我是客人老师的缘故，或者是我引导的不够到位，比我预想的要差一些。 环节二，理解和学念诗歌内容。 1.理解图片中的动词和象声词。 当我出示四张图片（小雨点敲打雨伞、小雨点拍拍树叶、小雨点滚到屋顶、小雨点落到水里），我问孩子们：你们看到小雨点都和谁在做游戏？怎么样做游戏？他们做游戏的时候会发出什么好听的声音呢？然后让幼儿观察并根据他们的意愿挑选图片讲述。孩子们首先挑 选的是“小雨点拍拍树叶”的图片，他们的回答是：小雨点和树叶在回答的虽然不是最好，但是放开了许多。我接着用动作提示孩子，小雨点还会和树叶做什么游戏呢？会发出什么声音呢？孩子们的回答：小雨点和树叶拍拍手，但是声音孩子们没有说出来。虽然回答还是不够理想，但是我还是表扬了他们，并在告诉孩子象声词：嚓嚓嚓的时 起很高兴、小雨点和树叶在跳舞、小雨点和树叶在唱歌孩子们 候和孩子们一起配上动作学念：拍拍树叶，嚓嚓嚓。接着我扮演小雨点、孩子们扮演树叶的角色相互的拍一拍，念一念。这个环节的加入，激起了他们的兴趣。在引导敲打树叶，啪啪啪；落到水里，哗哗哗；滚到屋顶，嗒嗒嗒。这三句中，不管动词还是象声词，我的动作引导起到了积极的作用，有时孩子们虽然讲得不太到位，但是他们的思维已经开始活跃，孩子们基本上掌握了儿歌中的动词和象声词。并且我利用儿歌中的啪啪啪、嚓嚓嚓、嗒嗒嗒、哗哗哗轻松了引出了“了不起的音乐家”。让孩子理解“音乐家”含义的同时再一次巩固了对象声词的了解。在这个环节中我还始终把小雨点的顽皮和快乐在语言与肢体动作中让孩子充分的感受，给孩子营造轻松氛围的同时更为后面的朗读打好基础。 2.给儿歌取题目。 由于先前的引导与学习孩子们顺利的切合主题的给儿歌取了名
让儿歌走进数学课堂
让儿歌走进数学课堂 【内容摘要】数学是一门枯燥乏味的学科，它充满了数字、计算、算理、公式和图形等抽象的东西。因而，它需要我们每一个教师去挖掘、去创造，充分利用孩子的生活经验，设计生动有趣、直观形象的数学教学活动。如编排一些简短的，内容浅显的，朗朗上口的儿歌，不仅可将数学中抽象的概念，严密的逻辑直观形象地展示出来，还可激发孩子的学习兴趣，使他们积极主动地参与到学习中，在学中玩，玩中学。 【关键词】数学儿歌课堂教学促规范激兴趣思维 【正文】又一轮基础教育新课程走进了学校，《义务教育课程标准实验教科书·数学》体现了“以学生发展为本”的理念，教材图文并茂、形象直观、生动有趣，贴近学生生活，充满时代气息。尽管如此，但对小学低年级的孩子来说，数学又是一门枯燥乏味的学科，它充满了数字、计算、算理、公式和图形等抽象的东西。因而，它需要我们每一个教师去挖掘、去创造，充分利用孩子的生活经验，设计生动有趣、直观形象的数学教学活动。此刻，我想到了我们学校张校长提出的《“儿歌训练法”促进小学生良好行为习惯养成的实践研究》课题，该课题运用儿歌对学生进行养成教育，我们老师把这个课题作为校本教材，何不也把儿歌内容渗透到数学课堂中去？如编排一些简短的，内容浅显的，朗朗上口的儿歌，不仅可将数学中抽象的概念，严密的逻辑直观形象地展示出来，还可激发孩子的学习兴趣，使他们积极主动地参与到学习中，在学中玩，玩中学。 一、巧借儿歌促规范 古语说得好：没有规矩，不成方圆。课堂规则作为一系列明确的具体要求，一旦被孩子接受就会逐渐内化为他们的自觉行为，就能唤起孩子们内在自主的要求和自我管理的欲望，激发孩子自我管理的动机状态，形成心理上的稳定感，使孩子形成自律，养成良好习惯。 大家知道，我们这个班是全校有名的“活跃班”，常常，孩子们在上课铃声响完一二分钟才能坐在自己座位上，满头大汗，嘴里还在叽叽喳喳着说些什么。为了改善这种现状，我让孩子们在边准备学习用品的同时背诵《课前准备歌》：铃声响，进课堂，学习用品准备好，坐端正，不说话，静候老师把课上。如没做好，再来下一首儿歌《上课铃响了》：丁零零，丁零零，铃声响，进课堂，坐端正，看班长，闭嘴巴，有精神，师来到，微微笑，都夸我们做得好。孩子们嘴里在吟唱儿歌的同时也准备好了课堂上所需的学习用品，为老师上课奠定了良好的开端。