一、“追问式”时文评点校本课程背景在课堂评点实践过程中我们发现,由于学生缺乏思辩思维、发散思维,学生评点时往往在同一理解层面滑行,难以深入到文本深层次的理解维度上,于是如何让学生在教师的有效参与下走向解读的深入,就成了时 First, “questioning style ” when the context of the school-based curriculum background in the classroom assessment practice process we found that because students lack of thinking and thinking, divergent thinking, students often comment on the same level of understanding of the glide, it is difficult to go deep into the understanding of the text In terms of dimensions, how to allow students to go deeper into the interpretation under the effective participation of teachers becomes a time