我国的近代语文教学,受应试教育的影响,形成了以“教师”、“教材”、“课堂”为中心的传统观念,把语文教学当成灌输语文知识的渠道,教师是课堂的主宰者,学生学习的支配者,知识的传授者,而学生则成了知识的被动接收者、模仿者。因此在传统语文教学中,往往是教师讲得多,学生读得少;串讲分析多,方法指导少;独立完成多,合作交流少;教师提问多,学生质疑少;直接传授多,自主探究少。这样的教学方式,在二十世纪中后期的中国对培养人才起到了一定作用,但教室的 Due to the influence of exam-oriented education, modern Chinese teaching in our country has formed the traditional concept centered on “teacher ”, “textbook ” and “classroom ”. It regards Chinese teaching as a channel to instill language knowledge. Classroom master, student learning domination, knowledge transfer, and students become passive recipients of knowledge, imitators. Therefore, in traditional Chinese teaching, teachers often talk more and students read less; talkative analysis is more, guidance is less; independence is accomplished more and cooperation is less; teachers ask more questions and students do not question less; direct teaching is more and self-exploration is less . This kind of teaching method played a certain role in cultivating talents in the middle and late twentieth century, but the classroom