通过平时的教学我发现学生做各类答题的思路局限性太窄。这除了学生课外知识欠缺外,还与我们的教学创新意识不强有关。在我的教学中有这样一遍阅读材料《葡萄沟》,介绍的是葡萄和葡萄干。叙述的重点葡萄的种植、收获和葡萄干的制作。抒发了作者对葡萄沟的热爱的之情。同学们学得很认真,但没有那个同学表示质疑。我提问:“葡萄干的制作还有别的方法么?”同学们这才发觉当初没有想到,原因是以为书上说的都是唯一的,没有想到 Through the usual teaching I found that students do all kinds of answers to the limitations of thinking is too narrow. In addition to lack of extracurricular knowledge of students, but also with our teaching innovation is not strong sense. In my teaching there is a reading of the material “Grape Valley”, which introduces grapes and raisins. Narrated the focus of grape cultivation, harvesting and raisin production. To express the author’s love of the grape ditch feelings. The students studied very seriously, but none of the students questioned. I asked: “Raisin production there are other ways? ” Students did not realize that the original thought, because the book is said to be the only, did not think