在新课程背景下,为了更好地体现新课标“积极倡导自主、合作、探究的学习方式”的理念,许多教师乐于选择能够凸显学生主体性而又活泼多样的教学方式。课堂表演就是其中使用频率较高的形式之一。然而,冷静地审视当下的小学语文课堂教学,有些课堂表演的设计欠妥,流于形式,表面上的热热闹闹,难以掩盖实质上的低效、无效甚至反效,需要我们认真反思。一、为用而用,课堂表演往往适得其反 Under the background of the new curriculum, many teachers are willing to choose a teaching method that can highlight students’ subjectivity and lively diversity in order to better embody the new curriculum standard of “actively advocating learning by means of autonomy, cooperation and inquiry”. Classroom performance is one of the more frequently used forms. However, calmly examining the current primary school Chinese classroom teaching, some classroom performance improper design, mere formality, superficial bustling, it is difficult to cover the substantive inefficiency, invalid or even counterproductive, we need to seriously reflect on. First, for use, classroom performance is often counterproductive