在日常的课堂教学中经常发现这样的现象:教师刚提出一个问题,有些性急的学生马上喊出来答案。这样的课堂环境貌似积极、主动、热烈,但实质上是无效的。因为他们的回答要么是答非所问,要么是用一些以往积累下来的大而无当、空洞干瘪的术语、“行话”乱贴标签,将丰富生动的语文学习庸俗化、功利化。如教师一问某篇课文讲了什么内容,学生的回答就是“淋漓尽致地表达了作者的感情”;教师问:“沁园春·长沙”一词中,毛泽东在追忆了同学少年之后,引出“曾记否,到中流击水,浪遏飞舟?”三句,这三句在全词中有何作用,学生不假思索地回答:“表达了作者忧国忧民的情怀”。诸如此类,不胜枚举。这种现象的根源则是不读书,不会读书,没有养成阅 Often found in everyday classroom teaching such a phenomenon: the teacher just raised a question, some impatient students immediately shouted out the answer. Such a classroom environment looks positive, proactive, enthusiastic, but in essence is invalid. Because their answers are either non-questioning or nonsense, vague terms that have been accumulated in the past, and “jargon”, the rich and vivid language learning is vulgarized and utilitarian. Such as teachers asked a text about what the content, the students answer is “The expression of the author’s feelings most vividly ” Teacher asked: “Patio Spring Changsha ” in the word, Mao Zedong recalled the students juvenile After that, leads to “Have recorded that to the mid-stream hit the waves?” “Three sentences, the three sentences in the whole word of what role, the students answer without hesitation: ” ". And so on, goes on. The root cause of this phenomenon is not reading, not reading, not read