阅读教学中“浅读”文本的现象并不鲜见,很多教师或是满足于搜寻文本的表层信息,一遍又一遍地“扫读”课文;或是满足于让学生尽情表达自己对问题的见解,但解读始终停留在原有的水平上并不向深层次推进;或是在学生心理图式与文本图式存在较大距离时,教师无所作为,让学生无法真正地走进文本……“浅读”文本的课堂,气氛再活跃,解读文本的任务仍然并未真正完成,学生的收获其实并不大。如何避免“浅读”文本,将课文读深、读到位,在此试举几例加以说明。一、追根究底——让赏析再向前走一步人教版七年级上册的《咏雪》选自《世说新语》,课文很短,只寥寥数语,却蕴涵着一个耐人寻味的问题:对于谢太傅“白雪纷纷何所似?”的 It is not uncommon to read “shallow reading” texts in teaching. Many teachers are either satisfied with the superficial information of searching for texts, “reading” texts over and over again, or are content with making students express themselves The problem of opinion, but the interpretation has remained at the original level does not advance to the next level; or in the student psychology schema and text schema there is a large distance, the teacher inaction, so that students can not really go into the text ... ... “Light Reading ” text class, the atmosphere is still active, the task of interpreting the text is still not really completed, and the students do not actually gain much. How to avoid “shallow reading ” text, read the text deep, read the bit, to give a few examples to illustrate this. First, the bottom line - let appreciation go one step PEP seventh grade on the “Wing of the snow,” selected from “Shi Shuo Xin Yu”, the text is very short, only a few words, but contains an interesting question : For Tse tsui, “how snow white?”