2011年版《语文课程标准》指出:“语文课程是一门学习语言文字运用的综合性、实践性课程。”学习语言文字的运用理应成为当下语文课堂教学的主旋律。但是,语用实践恰当的切入点在哪里?对此,课标中没有明确的规定。面对同样一篇课文,执教者不同,对语用切入点的选择也往往大相径庭,由此便产生了相去甚远的教学效果。语用实践切入点的确定,有无规律性?在此,笔者聚焦微观课堂,进行反思剖析,以期寻找出语用实 The 2011 edition of “Chinese Curriculum Standard” states: “Chinese course is a comprehensive and practical course for studying the use of language.” The study of the use of language should become the main theme of current Chinese classroom teaching. However, pragmatic practical entry point where? In this regard, there is no clear definition of the standard. In the face of the same article, different coaches, the choice of pragmatic entry points are often very different, resulting in a far cry from the teaching effect. Pragmatic practice to determine the entry point, with or without regularity? Here, the author focused on micro-classroom, reflective analysis, with a view to find out Pragmatic