阅读教学是动态生成的过程,教师要善于挖掘语文资源中的活动因素,创设学习活动来优化阅读教学。具体可分为:激发兴趣,在认知的模糊处拨开迷雾;基于学情,在理解的偏差处还原对接;巧妙铺垫,在情感的发酵处碰撞升华;整合思辨,在思维的断裂处铺路搭桥。 Reading teaching is a dynamically generated process. Teachers should be good at digging the activity factors in Chinese resources and create learning activities to optimize reading teaching. Specific can be divided into: to stimulate interest in the cognitive ambiguity open the fog; based on learning, in the understanding of the deviation reduction docking; clever bedding, collision in the emotional fermentation sublimation; integration of speculation in the thinking of the fracture paving Take the bridge.