近年来,小学语文关于个性化阅读的话题颇受关注,尤其是在公开课上,教师为了让课堂更热闹,让生成更丰富,一味地鼓励学生发表不同见解,至于学生的观点是否正确,教师却未置可否。这种做法固然激发了学生表达的欲望,但也容易让学生为了与众不同而说出偏离文本价值取向的观点。另外,还有个别青年教师在解读文本时,为了让自己的教学设计标新立异,常常把自己的误读当作创意,或者偏离文本过度发挥。让我们来看两则案例:案例一: In recent years, the topic of individualized reading has attracted much attention in primary school Chinese. Especially in the open class, in order to make the classroom more lively and more enriching, teachers are encouraged to express different opinions blindly. As to whether students’ views are correct, teachers But did not answer. While this approach has stimulated students’ desire to express themselves, it is also easy for students to express themselves as deviating from the value orientation of texts. In addition, when some young teachers interpret the text, in order to make their own teaching design innovation, they often think of their own misreading as creative or deviate from the text over-play. Let us look at two cases: Case one: