语文课标中明确指出:阅读是学生的个性化行为。阅读教学应引导学生钻研文本,在主动积极的思维和情感活动中,加深理解和体验,有所感悟和思考,受到情感熏陶,获得思想启迪,享受审美乐趣。因此在阅读教学中,笔者一直加强对学生阅读的指导和点拨,不以自己的分析来代替学生的阅读实践,不以模式化的解读来代替学生的思考。下面以《散步》和《二十年后》的阅读教学实践为例:一、在合作探究中用“道德两难法”渗透 Chinese standard clearly states: Reading is the individual behavior of students. Reading teaching should guide students to study texts, deepen understanding and experience in active thinking and emotional activities, be sentiment and thinking, be influenced by emotions, be inspired by ideas, and enjoy aesthetic pleasure. Therefore, in reading teaching, the author has been strengthening the guidance and dialing of student reading, not to replace students’ reading practice with their own analysis, instead of thinking of students in a modeled interpretation. Take the “walking” and “two decades later” teaching practice as an example: First, in the exploration of cooperation with “moral dilemma ” infiltration