都德的《最后一课》写了这样一件事:一向贪玩的学生小弗郎士上课迟到,心绪不好,但法语教师韩麦尔先生以炽热的爱国主义激情,把最后一课讲得不同以往,造成了教室里“不平常的严肃的气氛”,以致使不爱学习的小弗郎士也一反常态,非常用心地听课,理解了教师所讲的全部内容。可见,教师讲课时的感情和课堂上的气氛在教学中是多么重要!从韩麦尔先生的“最后一课”,我联想到我们中小学的语文教学。当前,在大力强调狠抓“双基”、培养能力和发展智力的同时,似乎存在一种忽视思想教育的倾向。比如,有的教师运用“发胖式分析法”,把文章分解得支离破碎;也有的教师孤立进行字词句教学和智 Dude’s “Last Lesson” wrote about this: Once the flirtatious student Fri was late for class, his mood was not good, but the French teacher Han Maier spoke of the last lesson with passionate patriotism. Different things have caused the “unusual serious atmosphere” in the classroom, so that the young Francis, who does not love learning, is also unconventional. He listened very carefully and understood all the things the teacher said. It can be seen that how important the teacher’s feelings in the lecture and the atmosphere in the class are in teaching! From the “last lesson” of Mr. Hamel, I associate my teaching of Chinese in primary and secondary schools. At present, while vigorously emphasizing the “double foundation”, cultivating ability and developing intelligence, there seems to be a tendency to ignore ideological education. For example, some teachers use “fat-style analysis” to break down the article; others also use it to teach words and sentences in isolation.