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編輯推薦

適讀人群 ：6歲及以上
肯尼斯·格雷厄姆(1859-1932)為兒子編講故事，兒子聽得入瞭迷，他隻好答應用寫信的方式把故事繼續寫給他看，這就是《柳林風聲》的基礎。《柳林風聲》描寫瞭這樣一個故事：癩蛤蟆靠祖傳傢産過活，揮霍浪費，追求新奇玩意兒，結果上當受騙，連傢也保不住，最後在朋友們的幫助下把傢奪瞭迴來。

內容簡介

Hailed as one of the most enduringly popular works of the twentieth century, The Wind in the Willows is a classic of magical fancy and enchanting wit. Penned in lyrical prose, the adventures and misadventures of the book's intrepid quartet of heroes-Mole, Water Rat, Badger, and, of course, the incorrigible Toad-raise fantasy to the level of myth. Reflecting the freshness of childhood wonder, the story still offers adults endless sophistication, substance, and depth. The animals' world embodies the author's wry, whimsical, and unfailingly inventive imagination. It is a world that succeeding generations of both adult and young readers have found irresistible. But why say more? To use the words of the estimable Mr. Toad himself: "Travel, change, interest, excitement!. . . Come inside."
《柳林風聲》的故事內容如下： 膽小又愛冒險的鼴鼠、熱情又浪漫的河鼠、睿智俠義的獾先生、敦厚老實的水獺，和虛榮而喜歡吹牛的蛤蟆一起生活在河岸與大森林裏，有樂同享，有難同當。蛤蟆因為虛榮總是闖禍，大傢決定齊心協力幫助他改掉壞毛病，與黃鼠狼傢族展開瞭戰鬥……

作者簡介

Grahame was born on 8 March 1859 in Edinburgh, Scotland but in early childhood, after his mother died and his father began to drink heavily, he moved with his younger sister to live with his grandmother on the banks of the River Thames in the Berkshire village of Cookham in southern England. He was an outstanding pupil at St Edward's School in Oxford and wanted to attend Oxford University but was not allowed to do so by his guardian on grounds of cost. Instead he was sent to work at the Bank of England in 1879, and rose through the ranks until retiring as its Secretary in 1908 due to ill health. In addition to ill health, Grahame's retirement was precipitated in 1903 by a strange, possibly political, shooting incident at the bank. Grahame was shot at three times, all of them missed.

Grahame married Elspeth Thomson in 1899, but the marriage was not a happy one. They had only one child, a boy named Alastair (whose nickname was "Mouse") born blind in one eye and plagued by health problems throughout his short life. Alastair eventually committed suicide on a railway track while an undergraduate at Oxford University, two days before his 20th birthday on 7 May 1920. Out of respect for Kenneth Grahame, Alastair's demise was recorded as an accidental death.

Kenneth Grahame died in Pangbourne, Berkshire in 1932. He is buried in Holywell Cemetery, Oxford. Grahame's cousin Anthony Hope, also a successful author, wrote his epitaph, which reads: "To the beautiful memory of Kenneth Grahame, husband of Elspeth and father of Alastair, who passed the river on the 6th of July, 1932, leaving childhood and literature through him the more blest for all time".

肯尼思·格雷厄姆(Kenneth Grahame，1859～1932)，英國著名作傢。生於蘇格蘭愛丁堡，童年相當不聿，5歲喪母，父親也於不久後辭世，他和他的幾個兄弟由親戚撫養長大。童年喪失雙親對肯尼思·格雷厄姆打擊很大。但這並沒有影響到他對這個世界，尤其是對大自然的熱愛。他常常利用課餘時間和節假日研究大自然，進行實地考察，這為他後來的文學創作積纍瞭豐富的經驗和素材。中學畢業後，格雷厄姆沒錢上大學，進入英格倫銀行工作。他熱愛文學，常常利用晚上和節假日寫作。他寫起關於小動物的童話來遊刃有餘，簡直如行雲流水一般。不幸的是，就在寫成這部童話的那年(1908年)，格雷厄姆在銀行遭到一個瘋子槍擊而受傷，被迫退休。肯尼思·格雷厄姆於1932年7月6日去世，享年73歲。

內頁插圖

目錄

1 The River Bank
2 The Open Road
3 The Wild Wood
4 Mr．Badger
5 Dulce Domum
6 Mr．Toad
7 The Piper at the Gates of Dawn
8 Toad’S Adventures
9 Wayfarers All
10 The Further Adventures of Toad
11 "Like Summer Tempests Came His Tears"
12 The Return of Ulysses

前言/序言

The Wind in the Willows 柳林風聲 英文原版 [平裝] [6歲及以上] 下載 mobi epub pdf txt 電子書

評分☆☆☆☆☆

②民主平等是指在學術麵前人人平等，在知識麵前人人平等。不因傢庭背景、地區差異而歧視，不因成績落後、學習睏難遭冷落。民主的核心是遵照大多數人的意誌而行事，教學民主的核心就是發展、提高多數人。可是總有人把眼睛盯在幾個尖子學生身上，有意無意地忽視多數學生的存在。“抓兩頭帶中間”就是典型的做法。但結果往往是抓“兩頭”變成抓“一頭”，“帶中間”變成“丟中間”。教學民主最好的體現是以能者為師，教學相長。信息時代的特徵，能者未必一定是教師，未必一定是“好”學生。在特定領域，特定環節上，有興趣占有知識高地的學生可以為同學“師”，甚至為教師“師”。在教學中發現不足，補充知識、改善教法、

評分☆☆☆☆☆

書，很優惠，書也很滿意。不錯會一直支持，希望活動越來越多，越來越好。

評分☆☆☆☆☆

紙質很好 發貨速度很快

評分☆☆☆☆☆

書，很優惠，書也很滿意。不錯會一直支持，希望活動越來越多，越來越好。

評分☆☆☆☆☆

進口書紙質多數比較輕

評分☆☆☆☆☆

送給朋友的，感覺還好

評分☆☆☆☆☆

風中楊柳，據說是本不錯的小說

評分☆☆☆☆☆

書的質量不錯。

評分☆☆☆☆☆

⑤教學生抓重點.教學難免有意外，課堂難免有突變，應對教學意外、課堂突變的本領，就是我們通常說的駕馭課堂、駕馭學生的能力。對教師來說，讓意外乾擾教學、影響教學是無能，把意外變成生成，促進教學、改進教學是藝術。生成相對於教學預設而言，分有意生成、無意生成兩種類型；問題生成、疑問生成、答案生成、靈感生成、思維生成、模式生成六種形式。生成的重點在問題生成、靈感生成。教學機智顯亮點.隨機應變的纔智與機敏，最能贏得學生欽佩和行贊嘆的亮點。教學機智的類型分為教師教的機智、學生學的機智，師生互動的機智，學生探究的機智。機智常常錶現在應對質疑的解答，麵對難題的措施，發現問題的敏銳，解決問題的靈活。

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