近年来,笔者有机会听了一百五十多堂中学语文讲读课。大部分教师无论讲析哪篇文章,其教学方法几乎千篇一律,即初读课文——生字新词教学——分段落——概括大意——总结中心——归纳写作特点——布置作业。在分析过程中,大都采用传统的串讲法。结果把许多内容丰富,形式生动活泼、形象具体的文章弄得干巴巴的,“教”与“学”的关系十分僵化,他们大都徘徊在传 In recent years, the author has had the opportunity to listen to more than 150 middle school language classes. Most teachers no matter which article they talk about, their teaching methods are almost the same, that is, the first reading of the text - the new word of the new word teaching - sub-paragraph - generalization - summary center - inductive writing features - layout operations. In the analysis process, most of the traditional string talks are used. As a result, many articles with rich content and lively forms and specific images have been made dry. The relationship between “teaching” and “learning” is very rigid, and most of them are ambiguous.