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以“教者有意学者无心”来形容我们课堂接受型师生关系,倒也不为过。教师不厌其烦地传道授业解惑,学生看上去若有所思却又茫茫然无思绪,没有获得自己的知识,课堂反应不活跃,成了一潭波澜不惊的死水,激荡不起一丝的涟漪。这种课堂形式严重地束缚了学生的思维,让学生主体性意识在不知不觉中失落,甚至于落地无声。笔者有感于此,充分意识到学生主体回归的迫切性和阅读教学中的主体性培养的重要性。落花有意还需流水有情,只有凸现主体地位,师生情意相融,才能建构新型的和谐的师生关系。怎样激发学生的主体意识呢?
It is not an exaggeration to describe the relationship between teachers and students in our classroom as “teachers who do not want to be interested in scholarship.” The teacher did not hesitate to preach preach doubts, students seem thoughtless but no thoughts and thoughts, did not get their own knowledge, the classroom response is not active, has become a placid backwaters, can not afford to stir a trace of ripples . This form of classroom seriously constrains the students ’thinking, so that students’ subjective consciousness is lost unconsciously, or even silent. I feel this, fully aware of the urgency of the return of student subject and the importance of subjectivity training in reading teaching. Falling flowers intended to be flowing and affectionate, and only highlights the main position, teachers and students love together, in order to build a new type of harmonious relationship between teachers and students. How to stimulate students’ subjective consciousness?