当下,语文课的教学设计,存在千人一面的情况,若遇到小说文本,或就其“三要素”大讲特讲,或就主旨肆意延展铺张,而忽略学情需要和所讲内容的现实意义。其中对小说文本潜在课程资源的陌生,是教师教学设计泛化的一个重要原因。因此,教师只有熟悉文本潜在的课程资源,才可能做出个性化的教学设计。一、教材文本——课程资源丰富的宝藏教师在备课时先要明白这篇课文的“可教点”——借助该点 At present, the teaching design of Chinese class, there are thousands of people side of the case, if encountered novel text, or its “three elements ” special stresses, or wanton extension of extravagance and extension, and ignore the need and say The realistic meaning of the content. Among them, the unfamiliarity with the potential curriculum resources of novel texts is an important reason for the generalization of teachers’ teaching design. Therefore, teachers are only able to make personalized instructional design if they are familiar with the potential curriculum resources of the text. First, the text of the textbook - course-rich treasure teacher in preparing lessons must first understand this text “can teach point ” - with the help of this point