自上一轮教学起,我即从每周的课时中抽出一节课来,作为“阅读课”。其间除了因为大大小小的考试而中断过几次外,基本上持续了三年,只在高三时因课时较紧而调整为两周一节。最初的想法,只是单纯地要在学生中推广阅读,至于具体怎么操作,当时心里并没有谱,当然也就谈不上有一个严整的体系和对过程性资料的保留。直到上一届学生毕业之后,我才开始回溯这整个的过程,觉得这件原本并没有太多目的性的事情,其结果或许最为接近语文课所期望达到的目的。比如三年里的阅读随笔,积累起来就已经完成了作文素材整理的工作,而且这个素材库还是个性化的、深入理解的,在此基础上再去做最后的作文训练,有了底气也多了从容。比如有几个学生在毕业以后要我推荐给他们几本书,因为大学的生活比较空闲,有大量的时间可以看书。我并不会因此而想当然地认为高中的阅读课培养了他们的阅读兴趣,不过这件事让我从另一个角度看到了阅读课的价值,那就是让他们在拥 Since the last round of teaching, I have taken a lesson from the weekly class time as “reading class”. In addition to the large and small examinations during which they were interrupted in addition to several times, basically lasted for three years, only because of the tightening of classes in the third grade, they were adjusted to two-week sections. The original idea was simply to promote reading among students. As for how to do it, there was no spectrum in mind at the time. Of course, there was no strict system and reservation of procedural information. I did not go back to the whole process until the last student graduated. I think this was not a lot of purposeful things, and the result may be the closest to what the Chinese class is supposed to achieve. For example, three years of reading essays, accumulated to complete the composition of the work of finishing the composition, and the material library is still personalized, in-depth understanding, on the basis of doing the final essay training, with more confidence Calm For example, a few students recommend me to give them a few books after graduation, because college life is more free, there is a lot of time to read a book. I will not take it for granted that high school reading lessons develop their reading interest, but it taught me the value of reading lessons from another perspective, that is,