课堂教学要充分发挥学生的主体性,这是素质教育的客观要求,也是我们广大语文教师正在努力追求的。但对于导入新课这一课堂教学的起始环节,有些教师却对发挥学生的主体性认识不足。不少教师把导入新课的功效局限于激励、唤醒、鼓舞,实际操作时只注意发挥它由上节课导入到本节课教学的过渡作用,多以教师的主体活动如朗读激情、实验激趣、故事明理、悬念设奇、填空复习等作为载体。其间虽然也有学生的部分活动,但往往只是作为上挂下联的必要手段。实事求是地说,这一阶段,学 Classroom teaching to give full play to the students’ subjectivity, which is the objective requirement of quality education, but also our majority of language teachers are hard to pursue. However, some teachers have not enough understanding of the students’ subjectivity to introduce the new lesson. Many teachers limit the effectiveness of introducing a new lesson into motivation, arousal, encouragement. In practice, they only pay attention to the transition from the last lesson into the teaching of this lesson. Many teachers’ main activities such as reading passion, Interest, the story is reasonable, suspense set odd, fill in the blank review as a carrier. Although there are some students during the activities, but often only as a necessary means of hanging linked. To seek truth from facts, this stage, learn