一、情感积累能催生对话教学层面上的“对话”是多方面的:学生与作者、学生与编者、学生与文本主人公、学生与教师之间等,想要产生良好的“对话”效果,就离不开情感。情感积累不是一蹴而就的,它有一个过程,这个过程从生情、入情到动情,只有当阅读主体对阅读客体的情感达到一定程度时,才会产生真正意义上的对话,否则就是隔靴搔痒。如在学习《十里长街送总理》一课时,由于上世纪七十年代离今天已较远,学生对当时的背景,对周恩来这个人物的了解都不够深入,所以我们可以歌颂总理的诗为切入口,以 First, the accumulation of emotions can lead to dialogues on the level of teaching dialogue is multifaceted: students and authors, students and editors, students and text between the protagonist, students and teachers, etc., want to produce a good “Effect, it can not do without emotion. The accumulation of emotions does not happen in a swift way. It has a process, from birth to affection to emotion. Only when the reading subject reaches a certain degree of emotion toward the reading object will a real dialogue be created, otherwise it will result in an insult. As in the study of ”Shilih Li Jie to the Prime Minister," a class, since the seventies of last century has been far away from today, the students on the background, the character of Zhou Enlai are not deep enough, so we can praise the Prime Minister’s poems for the cut Entrance to