阅读教学需根据学情,似乎是一个常识。但如果从理论和实践两个方面去审议:什么是学情?如何获得真正的学情?阅读教学的学情视角究竟是怎么一回事?很多人恐怕还很难做出准确的回答。正因如此,实际教学中学情视角缺失的现象还比较普遍。本文试以散文《老王》(义务教育课程标准实验教科书人教版八年级上册)教学为例,对上述问题进行一番探究,以求教于同仁。关于“学情”的含义,众说纷纭。这里采用陈隆升博士的观点,把学情定义为“学生在课堂里的 Reading teaching should be based on learning, it seems to be a common sense. However, if we consider from two aspects of theory and practice: what is learning behavior? How to get the real learning situation? What is the matter of reading the teaching learning perspective? Many people may find it hard to make an accurate answer. Because of this, the phenomenon of lack of viewing perspective in the actual teaching is still relatively common. This article tries to prose ”Pharaoh“ (compulsory education curriculum standard experimental textbook PEP eighth grade) teaching, for example, to explore some of the above issues, in order to teach colleagues. On the ”school situation “ meaning, different opinions. Here, Dr. Chen Longsheng’s point of view, the situation is defined as ”students in the classroom