随笔：未选择的路
第1篇：随笔：未选择的路
随笔：未选择的路
在通往未来的人生岔口，我坚定地选择了这条小路。路的那边 是风和日丽，还是疾风残月，河边断桥我无从知晓。
当我来到这个世界时，就注定我只能通过学习获得成功，漫长的小学六年时光匆匆而过，当我将要来到初中校园时，我犹豫了，不知该去哪个学校，只好选择我较为熟悉的中学。
当来到这里后，我才发现，这里没有我想象中的那么美好，没有遮阳的树木，没有遮雨的大伞，也没有我想要的自由。
于是我开始迷茫忧虑，懊丧不已，后海当初没有选择另一所中学，那片也许会花红月圆，阳光灿烂。
然而昨日的太阳已落，失去的风景已过，生命的`旅程没有走这条路程。我只能依靠着信念走出这泥泞的雨池。
也许我会错过一段季节，也许我会迷失一段方向。错过了太阳，我还会迷失月亮吗？
也许我错过了更好的路，但走过了一段路，我还会彷徨犹豫吗？
在通往未来的人生路口，我坚定未来的人生岔口，我坚定的选择了这条路。我知道，路的那边不管是风和日丽，曲径通幽还是疾风残月、河边断桥，我都会坚定的走下去。
第2篇：未选择的路
The Road Not Taken Appreciation
Robert Frost is one of the finest of rural New England’s 20th century pastoral poets.His
poems are great combination of wisdom, harmony and serenity.They are simple at first sight, but
demand readers for deep reading to grasp further meaning beyond surface.In this poem, the
speaker, a traveler in the wood faced with the choice of two roads.The roads bear two
connotations: the material roads and the roads of life.Now, let me give some specific analysis.In part one, the speaker faced with two roads in the autumnal wood and feel puzzled over
which one to choose.―Two roads diverged in a yellow wood‖, He stood there for a long time
and mused on one of them, which was taken by many people.Unfortunately, he was unable to find
out which place the road would take him to, for it is far beyond his ability to know where the road
would lead.However, he must choose to take.In part two, he stepped on the other road, ―Then took the other, as just as fair‖, It was
gray and not taken.His choice would affect every other subsequent choice, and there was no
turning back.From his choice for the le trodden road, it could be concluded that he did not like
to follow the steps of other people, he wanted his own life choired by himself.In part three, he decided to choose the le traveled one, but he was aware that he could never
have a chance to return to the first road.―I doubted if I should never come back‖ showed he is
helple.In part four, ―I shall be telling this with a sign‖, he articulated why he chose the le
traveled road, for he expected his life to be unusual and different.But there was no way to foretell
the consequences of his choice.All in all, for the speaker, the road of life was accident and mystical, and his very choice was
crucial in determining the consequences of his life.The ordinary people follow other’s choice,while the exceptional ones choose their unique roads of life.Everyone is a traveler, choosing the roads to follow on the map of their continuous journey.There
is never a straight path but a sole direction in which to head.It is one's past, present and the
attitude with which he looks upon his future that determines the shade of the light.In any case however, this poem clearly explained Frost's belief that it is the road that one chooses
that makes him the man who he is.It is always difficult to make a decision because it is
impoible not to wonder about the opportunity cost, what will be mied out on.It is impoible
to travel down every path.The road that will be chosen leads to the unknown, as does any choice
in life.As much he may strain his eyes to see as far the road stretches, eventually it surpaes his
vision and he can never see where it is going to lead.It is the way that he chooses here that sets him off on his journey and decides where he is
going.It was something that was obviously not for everyone because it seemed that the majority
of people took the other path.There is simply a narrator who makes a decision in his life that had
changed the direction of his life from what it may have otherwise been.It allows all readers from
all different experiences to relate to the poem.In a word, the poem The Road Not Taken is a very beautiful and excellent poem.It is set in
a rural natural environment where always inspire the speaker to think of life.It is based on a
metaphor in which the journey through life is compared to a journey on a road.And the speaker of
the poem has to choose one path instead of another.Even though the two paths look equally
attractive, the speaker knows that his choice at this moment may have a significant influence on
his future.He does make a decision, hoping that he may be able to visit this place again, yet realizing that such an opportunity is impoible.He imagines himself in the future telling the story of his life, and claiming that his decision to take the road le traveled by, the road few other people have taken, has made all the difference.This thesis intends to explore Frost’s own view of life.He told us that human beings are so weak when compared with nature and the destiny.Though human beings have made great progre in the past several centuries, there will forever exist something that is far beyond their control.For human, it is unable to do anything useful when he is in conflict with the impersonal force.And it’s also unable to control his own destiny;on the contrary, his fate and destiny are in the charge of something mysterious beyond him.In this sense, life is a tragedy to human.So it could be said that Frost conveyed his sense of tragedy common to human through this simple but beautiful poem.It is simple in form but profound in meaning.
第3篇：未选择的路
未选择的路
一片树林里分出两条路，而我选择了人迹更少的一条，从此我的人生与众不同。
——题记（罗伯特·弗罗斯特）
十字岔口，徘徊、踯躅，彷徨、踟躇，未来的不确定性，前方的无限可能，让我们停下了匆匆的脚步，启动了思想的斗争，A或者B，仅仅是一道选择题而已，却消耗了精力、奢侈了时间。我们害怕选择了一条，便失去了另一条的山花烂漫；害怕选择了一条，就必须直面一路的.荆棘险滩；害怕选择了一条，便留下了“鱼和熊掌不可兼得”的遗憾。
但是，大多时候，我们忽略了这样的事实：无论向左还是向右，无论是与非、对与错，只要有发现美的眼睛、欣赏美的心情、收获美的信念，默默体会、静静领悟，每一条路上自有其别样的风景，自有“无限风光在险峰”等着你去攀登、去感受、去玩味。
路，即选择；选择，亦是路。旅途中，你乘坐轮船，大海就会以汹涌的波涛，给你徜徉肆恣抑或惊涛拍岸；你搭载飞机，天空就会以无垠的胸怀，给你艳阳高照抑或月朗星稀；你徒步游走，沿途就会以锦绣的河山，给你轻松惬意抑或惊险刺激……林林总总、千变万化，每一种方式都会有惊喜、有欢
第4篇：《未选择的路》
第二课时《未选择的路》教学设计
一、复习旧课
1、背诵《假如生活欺骗了你》
2、交流阅读普希金诗集的情况。（学生交流）
二、导入新课：普希金在《假如生活欺骗了你》一诗中的叮咛与嘱咐使我们感受到了一种积极乐观的人生态度。人生的道路不止一条，长长的一生中，我们有时还不得不遭遇选择的尴尬和困惑。该怎么办？美国诗人弗罗斯特在《未选择的路》这首诗中表达了他对人生之路的思考。介绍诗人：弗罗斯特（1874-1963）美国诗人，生于加利福尼亚州。他徒步漫游过许多地方，被认为是“新英格兰的农民诗人”。其代表作有诗集《少年的意志》《白桦树》等。他在晚年成为美国的非官方的桂冠诗人，美国参议院曾作出决议向他表示敬意。他处在传统诗歌和现代派诗歌交替的一个时期，因此被称为“交替性的诗人”，与艾略特同为美国现代诗歌的两大中心。
三、朗读诗篇
四、合作探究
1、请同学们反复读几遍全诗，思考诗中的“路”有什么含义？明确：诗的表面是写自然界的道路，实则借写自然界的路来表达诗人对人生之路的思考。这里其实运用的是文学艺术上常用的象征手法。
2、
第5篇：未选择的路
课题：未选择的路 第1课时
总第教案
教学三维目标：
1、准确把握作品内容，理解诗的哲理意义。
2、明确诗中“路”的象征意义，理清诗歌脉络。
3、联系自己体会诗人面临人生选择时的思想感情。
教学重点：明确诗中“路”的象征意义，理清诗歌脉络。教学难点：准确把握作品内容，理解诗的哲理意义。教具准备： 教学时数： 教学程序：
（一）课前预习单：
1、搜索弗罗斯特的生平简历。
2、理清诗歌脉络。
（二）课堂探究单： 活动
一、1、导入
2．作家作品介绍
罗伯特·弗罗斯特(1874—1963)，美国诗人，生于加利福尼亚州。罗伯特·弗罗斯特堪称美国20世纪90年代最、受欢迎的诗人之一，他徒步漫游过许多地方，被认为是“新英格兰的农民诗人”，晚年成为美国非官方的桂冠诗人。他处在传统诗歌和现代派诗歌交替的时期，因此被称为“交替性的诗人”，与艾略特同为美国现代诗歌的两大中心。他一生致力于诗歌的创作，主要写作并出版了10部诗集，其代表作有诗集《少年的意志》《白桦树》等。弗罗斯特以写抒情短诗著称，它的抒情短诗的质量很高，是内容和形式的完美
