“在阅读教学中寻找适切的言语训练点”的主题教研活动中,一位老师执教《别饿坏了那匹马》。课后,老师们交流分享了不同的教学设计。同样是把“品读感悟残疾青年善意的谎言”作为教学目标,让学生感受残疾青年的善良和乐于助人,却有着不同的教学途径——达到目的的路不止一条。执教老师是这样处理的:自读课文,概括课文主要内容。思考探究:(1)课文几次写到“别饿坏了那匹马”?分别是谁对谁说的?用意是什么?(2)究竟有无那匹马?这善意的谎言表现了 “In reading teaching to find a suitable language training point ” theme teaching and research activities, a teacher coached “Do not starve the horse.” After class, the teachers exchanged and shared different teaching designs. It is also a teaching goal to “read and comprehend the goodwill of young people with disabilities” to make students feel the goodness and helpfulness of young people with disabilities but have different teaching approaches - there is more than one way to achieve their goals. Coaching teachers are treated like this: from reading texts, summarizing the main contents of the text. Thinking and exploring: (1) How many times has the text been written “Do not starve the horse?” Who are you talking to? What are your intentions? (2) Are there any horses? It’s