随着教学改革的深入,努力把课堂还给学生,让学生自主、合作、探究性地学习,积极推行导学案,打造有效课堂,已成为学校和教师课堂教学改革的热点。教师如何扮演好“导师”?“不讲”或“少讲”。近年来,作者采取理论学习、借鉴观摩、模式构建、教学尝试及归纳总结等办法进行了探索。在此以初中语文记叙文的教学为例,介绍初中语文阅读教学中的几种导学方法,并阐述“精讲”之意义。 With the deepening of the teaching reform, efforts have been made to return the class to the students so as to enable the students to study independently, cooperate and explore themselves. Actively promoting the case study and creating an effective classroom has become a hot spot in the classroom teaching reform of schools and teachers. How does the teacher play well? “Tutor ”? “Do not Tell” or “Less Speaking”. In recent years, the author has taken theoretical studies and explored ways of using observation, model construction, teaching attempts and summarizing. In this paper, junior high school Chinese narrative teaching as an example, introduce junior middle school Chinese reading teaching in several ways, and elaborate on the “essence of” significance.