笔者发现,不少教师对于语篇对话教学的基本教学策略,如“整体感知”“分层教学”“逐步加深”“略做铺垫”等认识不足,没有理解这些策略的真正内涵,而究其根源,还是教师没有从儿童立场出发进行教学活动。现象一:虚假语篇教学,忽视儿童语篇阅读能力的培养 I found that many teachers did not understand the basic teaching strategies of discourse teaching, such as “overall perception ” “layered teaching ” “gradually deepen ” " The true meaning of the strategy, but its root cause, or the teacher did not proceed from the child’s position teaching activities. Phenomenon one: False discourse teaching, neglect of children’s ability to read textbooks