《语文学习》曾刊载过这样一则案例:一位教师在写《最后一片叶子》的课案时,确定了两个教学目标:1.体会常春藤上的叶子在情节发展中所起的作用,了解小说情节结构的特点。2.弄清人物主线、次线的关系,领会主线对描写任务、表现主题方面的作用。然而,他在实际教学中发现,学生虽然从微观角度解决了这篇小说主线、次线的问题,但从宏观角度来看, “Language Learning” has published a case in which a teacher identified two teaching goals when he wrote “The Last Leaf”: 1. To understand the role of the leaves of Ivy in the development of the plot. To understand the characteristics of the novel’s plot structure. 2. Understand the relationship between the characters’ main lines and sub lines, and understand the role of the main lines in describing the tasks and expressing the theme. However, he found in practical teaching that although students solved the problem of the main line and sub line of the novel from a microscopic point of view, from a macro point of view,