学生自然状态下的语文学习,每一个环节的结束都伴随着一定的收获。有教师主导的语文学习,显然不能满足于这种靠天收的状况。高效语文教学的重要标志就是,在教师指导下的学习收获比学生自然学习的收获量更多,质更高。学生自然学习的知识收获多落在“消化”的结点上,而教师指导的高效学习还要从消化往前再走几步,表现为智能性收获的“消化、简化、序化、活化、语言化”。消化,是对语意的基本理解; Students in the natural state of language learning, the end of each link are accompanied by some gains. Teacher-led language learning obviously can not be satisfied with this situation. An important symbol of effective Chinese teaching is that the learning gain under the guidance of teachers is more than the students’ natural learning and the quality is higher. The knowledge gain of students’ natural learning lays more on the node of “digestion”, and the efficient instruction of teachers should take a few steps from digestion to the digestion, simplification and sequencing , Activation, language ". Digestion is the basic understanding of semantic meaning;