在语文教学中,教师往往出于对“知识贫乏”、“语言寒伧”、“茶壶的饺子倒不出”等指责的逃避,而进入另一极的误区:认为教师在授课时应调动自己所有的知识库存,尽可能多地向学生灌输知识;应始终保持课堂的热烈气氛,在学生对老师的极端崇拜中,高效率地掌握知识技能,开发智力,形成能力。其实,这种做法常常事与愿违,欲速不达。 In Chinese language teaching, teachers tend to err from the accusation of “poor knowledge,” “spoiling language,” and “teapot dumplings are not falling”, and go into another pole misconception that teachers should mobilize themselves when they teach. The knowledge stock, as much as possible to instill knowledge in the students; should always maintain a warm atmosphere in the classroom, in the students’ extreme worship of the teacher, to efficiently master knowledge and skills, develop intelligence, and form capabilities. In fact, this practice is often counterproductive and unpleasant.