Tolstoy: stories, readers and a school

托尔斯泰年轻时在刊物上发表过作品。

tuō ěr sī tài nián qīng shí zài kān wù shàng fā biǎo guò zuò pǐn。

Tolstoy published works in periodicals when he was young.

长期观察社会生活为他的文学创作提供素材。

cháng qī guān chá shè huì shēng huó wèi tā de wén xué chuàng zuò tí gōng sù cái。

Long observation of social life provided material for his literary work.

朗诵作品时，要根据句意安排停顿和重音。

lǎng sòng zuò pǐn shí， yào gēn jù jù yì ān pái tíng dùn hé zhòng yīn。

When reciting a work, pauses and emphasis should follow the meaning of the sentences.

托尔斯泰生活的时代，俄国仍存在农奴制度。

tuō ěr sī tài shēng huó de shí dài， é guó réng cún zài nóng nú zhì dù。

In Tolstoy's time, serfdom still existed in Russia.

阅读教材故事时，要区分文学情节和历史资料。

yuè dú jiào cái gù shì shí， yào qū fēn wén xué qíng jié hé lì shǐ zī liào。

When reading a textbook story, distinguish literary events from historical evidence.

评价作家的贡献要联系具体作品和社会背景。

píng jià zuò jiā de gòng xiàn yào lián xì jù tǐ zuò pǐn hé shè huì bèi jǐng。

Evaluating a writer's contribution requires connecting specific works with their social context.

这篇改编的童年故事写到，俄国作家托尔斯泰小时候失去母亲，由姑妈照顾，姑妈也常给孩子们讲故事。

zhè piān gǎi biān de tóng nián gù shì xiě dào， é guó zuò jiā tuō ěr sī tài xiǎo shí hou shī qù mǔ qīn， yóu gū mā zhào gù， gū mā yě cháng gěi hái zi men jiǎng gù shì。

This adapted childhood account describes Russian writer Tolstoy losing his mother and being cared for by an aunt who tells the children stories.

听故事时，他会想象人物的样子，也会问人物为什么那样做，简单的谈话常常引出新的问题。

tīng gù shì shí， tā huì xiǎng xiàng rén wù de yàng zi， yě huì wèn rén wù wèi shén me nà yàng zuò， jiǎn dān de tán huà cháng cháng yǐn chū xīn de wèn tí。

He imagines the characters and asks why they act as they do, with simple conversations raising new questions.

后来，他试着办一本手抄刊物，把自己编的小故事写进去，又为故事安排不同的场景。

hòu lái， tā shì zhe bàn yì běn shǒu chāo kān wù， bǎ zì jǐ biān de xiǎo gù shì xiě jìn qu， yòu wèi gù shì ān pái bù tóng de chǎng jǐng。

Later he tries making a handwritten magazine, adding his own stories and their settings.

为了找到更多材料，他走进书房读书，有时读得入神，便忘记了身边的声音，合上书后仍然想着其中的情节。

wèi le zhǎo dào gèng duō cái liào， tā zǒu jìn shū fáng dú shū， yǒu shí dú de rù shén， biàn wàng jì le shēn biān de shēng yīn， hé shàng shū hòu réng rán xiǎng zhe qí zhōng de qíng jié。

He reads for ideas, sometimes becoming so absorbed that surrounding sounds fade, and still thinks about the plot after closing the book.

在一则童年轶事里，姑妈过生日，哥哥们准备了玩具和点心，他却决定写一首诗，把自己的心意放进文字。

zài yì zé tóng nián yì shì lǐ， gū mā guò shēng rì， gē ge men zhǔn bèi le wán jù hé diǎn xīn， tā què jué dìng xiě yì shǒu shī， bǎ zì jǐ de xīn yì fàng jìn wén zì。

In a childhood anecdote, his brothers bring toys and treats for their aunt’s birthday, but he chooses to express himself in a poem.

他先写下想感谢的事情，再读给自己听，觉得有一句不够清楚，便修改后重新抄写。

tā xiān xiě xià xiǎng gǎn xiè de shì qíng， zài dú gěi zì jǐ tīng， jué de yǒu yī jù bù gòu qīng chu， biàn xiū gǎi hòu chóng xīn chāo xiě。

He writes what he wants to thank her for, reads it aloud and rewrites a line that is unclear.

到了生日那天，他拿出写好的诗，认真朗诵给姑妈听，平常的照顾与陪伴，都变成了礼物的一部分。

dào le shēng rì nà tiān， tā ná chū xiě hǎo de shī， rèn zhēn lǎng sòng gěi gū mā tīng， píng cháng de zhào gù yǔ péi bàn， dōu biàn chéng le lǐ wù de yí bù fèn。

On her birthday, he reads the poem carefully, making her everyday care and companionship part of the gift.

姑妈听到熟悉的生活细节，知道孩子记住了平常相处的时光。诗并不需要昂贵的包装，字里行间却有别人不能代替的经历；孩子读完，抬头看见她的笑容，才觉得自己的文字真的送到了一个人心里。

gū mā tīng dào shú xī de shēng huó xì jié， zhī dào hái zi jì zhù le píng cháng xiāng chǔ de shí guāng。 shī bìng bù xū yào áng guì de bāo zhuāng， zì lǐ háng jiān què yǒu bié rén bù néng dài tì de jīng lì； hái zi dú wán， tái tóu kàn jiàn tā de xiào róng， cái jué de zì jǐ de wén zì zhēn de sòng dào le yí ge rén xīn lǐ。

The aunt recognises shared everyday moments in the poem. Without costly wrapping, its personal experiences make a gift, and her smile reassures the child that his words reached her.

长大以后，他继续写作，留下《战争与和平》等作品，把复杂的人物和生活带进文学之中。

zhǎng dà yǐ hòu， tā jì xù xiě zuò， liú xià 《 zhàn zhēng yǔ hé píng 》 děng zuò pǐn， bǎ fù zá de rén wù hé shēng huó dài jìn wén xué zhī zhōng。

As an adult he continues writing, creating works including War and Peace with complex characters and lives.

他也关心教育，在庄园办学校，为孩子准备学习材料，通过上课和谈话了解他们的需要。

tā yě guān xīn jiào yù， zài zhuāng yuán bàn xué xiào， wèi hái zi zhǔn bèi xué xí cái liào， tōng guò shàng kè hé tán huà liǎo jiě tā men de xū yào。

He also cares about education, establishing a school on his estate and learning about children’s needs through teaching and conversation.

孩子们带着各自的经历来到学校，课堂里的问题有时来自书，也有时来自他们熟悉的乡间生活。

hái zi men dài zhe gè zì de jīng lì lái dào xué xiào， kè táng lǐ de wèn tí yǒu shí lái zì shū， yě yǒu shí lái zì tā men shú xī de xiāng jiān shēng huó。

Children bring their own experiences, and classroom questions arise from both books and familiar rural life.

一个孩子提出不懂的问题，他便停下原来的安排，先听清孩子怎样理解，再想怎样继续讲。

yí ge hái zi tí chū bù dǒng de wèn tí， tā biàn tíng xià yuán lái de ān pái， xiān tīng qīng hái zi zěn yàng lǐ jiě， zài xiǎng zěn yàng jì xù jiǎng。

When a child asks a question, he listens to their understanding before deciding how to explain further.

作家听他们说话，再思考怎样写得更明白，文字因此不仅属于书房，也与读者的生活发生联系。

zuò jiā tīng tā men shuō huà， zài sī kǎo zěn yàng xiě de gèng míng bái， wén zì yīn cǐ bù jǐn shǔ yú shū fáng， yě yǔ dú zhě de shēng huó fā shēng lián xì。

The writer listens and considers clearer expression, connecting writing with readers’ lives beyond the study.

从童年的故事、生日的诗，到后来写作和教学，他始终在寻找人与人之间能够相通的经验。

cóng tóng nián de gù shì、 shēng rì de shī， dào hòu lái xiě zuò hé jiào xué， tā shǐ zhōng zài xún zhǎo rén yǔ rén zhī jiān néng gòu xiāng tōng de jīng yàn。

From childhood stories and a birthday poem to writing and teaching, he seeks experiences that connect people.

A 托尔斯泰小时候怎样练习写作？

tuō ěr sī tài xiǎo shí hou zěn yàng liàn xí xiě zuò？

How did Tolstoy practise writing as a child?

B 他办手抄刊物，也读书寻找故事材料。

tā bàn shǒu chāo kān wù， yě dú shū xún zhǎo gù shì cái liào。

Through a handwritten publication and reading for material.

A 生日时，他送了什么？

shēng rì shí， tā sòng le shén me？

What did he give for the birthday?

B 一首写给姑妈的诗，并亲自朗诵。

yì shǒu xiě gěi gū mā de shī， bìng qīn zì lǎng sòng。

A poem for his aunt, recited personally.

A 哪些行动与教育有关？

nǎ xiē xíng dòng yǔ jiào yù yǒu guān？

Which actions concern education?

B 办学校、编教材、上课和了解孩子的需要。

bàn xué xiào、 biān jiào cái、 shàng kè hú le jiě hái zi de xū yào。

Opening a school, preparing materials, teaching and learning children’s needs.