南聯(lián)小學地處深圳市龍崗區(qū)南聯(lián)社區(qū)，這里正在由農村向城市化過渡。整個社區(qū)環(huán)境不太好，居民的公民意識比較差。如何激發(fā)學生參與環(huán)保、社區(qū)環(huán)境的建設，增強學生作為社區(qū)小主人的責任心和自豪感？陳老師組織我們開展了一次“我是社區(qū)小主人”的社會實踐活動。陳波老師通過社區(qū)采訪站、行動看真點、出謀劃策屋、實踐快車道、暢所欲言臺五個步驟完成了這次活動。雖然活動已過去一段時日，但我們說起這次活動仍歷歷在目。這里不妨選取點精彩片段。

Nanlian primary school is located in Nanlian community, Longgang District, Shenzhen City, which is in the transition from rural to urbanization. The whole community environment is not very good, and the citizen consciousness of residents is relatively poor. How to motivate students to participate in the construction of environmental protection and community environment, and enhance the sense of responsibility and pride of students as small masters of the community? Mr. Chen organized us to carry out a social practice activity of "I am the little master of the community". Mr. Chen Bo completed the activity through five steps: Community interview station, action to see the truth, advice room, practice fast lane and free speech platform. Although the event has been over for some time, we still remember it when we talk about it. Here's a few highlights.

剛剛得知我們要上一次與社區(qū)有關的綜合實踐活動課，要大家做好相關的調查時，教室里就熱鬧開了。

We just learned that we are going to have a comprehensive practical activity class related to the community. When we need to do a good job of relevant investigation, the classroom is bustling.

“調查社區(qū)？社區(qū)……”、“社區(qū)生活與我們有什么關系？”、“‘快樂隊’的過來，我們大家來商量一下？……”

"Survey the community? Community... " "What does community life have to do with us?" "," happy team "come here, let's discuss?..."

教室里，同學們三五成群，有的說，有的寫，有的在爭論……咦？邱祥峰怎么一個人低著頭？走過去輕輕一看原來他在查字典，看到他皺著眉頭，我問道：“祥峰，需要幫忙嗎？”“字典里沒有社區(qū)這個詞的解釋。社區(qū)是什么？社區(qū)到底包括哪些內容？”

In the classroom, students come in groups, some say, some write, some argue Why? Why does Qiu Xiangfeng keep his head down? I went to look up the dictionary and saw him frowning. I asked, "Xiangfeng, can I help you?" "There is no explanation for the word community in the dictionary. What is a community? What exactly does the community include? "

這時候，老師發(fā)言了：“同學們，安靜一下，好嗎？誰能夠告訴老師，你是怎樣理解‘社區(qū)’這個詞的？”剛剛安靜的教室又熱鬧起來，學生紛紛從自己的角度說開了……真沒有想到一個簡簡單單的詞語竟被學生們用自己的語言解釋得那么豐富多彩，那么富有生活的氣息。

At this time, the teacher said: "students, be quiet, OK? Who can tell the teacher how do you understand the word "community" Just now the quiet classroom is busy again, and students have opened it from their own point of view I didn't expect that a simple word could be explained by students in their own language so colorful and full of life.

課堂上，由于課前準備充分，學生表現(xiàn)很積極活躍。在“實踐快車道”這一環(huán)節(jié)中，5個小組各有側重，都充分發(fā)揮了自己小組成員的特長。第一小組的張瑞超同學寫下了“愛我社區(qū)”四個遒勁有力的毛筆字；第二小組的程楚帆同學當場創(chuàng)作了一幅題目為“綠意”的山水國畫，他說要讓綠色充滿人間，充滿每一個人的心田；第三小組根據(jù)自己的生活實踐經驗自創(chuàng)的“拍手歌”淺顯易懂，非常具有教育意義；第四小組則根據(jù)《我們只有一個地球》以及本節(jié)課所學的知識，以“地球哭了”——“清潔地球”——“地球笑了”為線索動手創(chuàng)作一組生動有趣的漫畫，以畫明理很有創(chuàng)意。

In class, students are very active because they are well prepared before class. In the "practice fast lane" link, each of the five groups has its own focus, giving full play to the strengths of their team members. Zhang Ruichao, a member of the first group, wrote four powerful calligraphy words of "love my community"; Cheng Chufan, a member of the second group, created a landscape Chinese painting titled "green meaning" on the spot. He said that green should be filled with the world and everyone's heart; the "clapping song" created by the third group according to their own life experience is easy to understand and educational According to "we only have one earth" and the knowledge learned in this lesson, the fourth group started to create a group of vivid and interesting comics with the clue of "the earth cried" -- "clean the earth" -- "the earth laughed". It is very creative to draw clearly.

而第五小組則充分發(fā)揮自己小組的文學特長，以“我是社區(qū)小主人”為題，即興寫了一首小詩：我驕傲——/我是社區(qū)小主人/太陽給我溫暖/大地給我筋骨/我屬于周圍的/每一片綠葉/每一株小草/我興奮——/我是社區(qū)小主人/清風給我涼爽/鮮花給我芳香/我屬于周圍的/每一寸泥土/每一朵小花/我自豪——/我是社區(qū)小主人/藍天給我自由/白云給我歡樂/我屬于周圍的/每一滴雨露/每一絲光芒/也許，我們小主人的力量有限/但我們的關懷——備至無限！

The fifth group, on the other hand, made full use of the literary features of its own group and wrote a poem on the topic of "I am the small master of the community": I am proud - / I am the small master of the community / the sun gives me warmth / the earth gives me muscles / I belong to the surrounding / every green leaf / every grass / I am excited - / I am the small master of the community / the breeze cools me / the flowers give me fragrance / I belong to the surrounding/ Every inch of earth / every little flower / I'm proud - / I'm the little master of the community / the blue sky gives me freedom / the white cloud gives me joy / I belong to the surrounding / every drop of rain / every ray of light / maybe, our little master's strength is limited / but our care is infinite!

我們在以自己喜歡的方式描繪著自己向往的“社區(qū)”形象，“現(xiàn)代公民”意識也在潛移默化中生成著。

We are describing the image of "community" that we yearn for in the way we like, and the consciousness of "modern citizen" is also generated in the subtle influence.