新修订的大纲要求在阅读教学中“重视语言的积累”。那么,小学六年级的学生,语言的积累该从那里入手,又怎样实现呢?我们认为在利用原教材的基础上,可以从“淡化内容分析”的理念出发,对课后“思考、练习”的设计进行一番改造,使之适应教学过程中的语言积累。下面我们以小学六年制第十二册《月光曲》、《卖火柴的小女孩》、《穷人》三篇课文为例,谈谈课后“思考、练习”的改造建议。 The newly revised syllabus calls for “emphasis on language accumulation” in reading teaching. So, the sixth grade students, the accumulation of language from where to start, how to achieve it? We believe that the use of the original textbook, we can from the “desalination of content analysis,” the concept of “after class” thinking , Practice “design for some transformation, so that it can adapt to the teaching process of language accumulation. Here we take the six-year primary school twelfth ”Moonlight“, ”selling matches of the little girl“, ”the poor“ three texts, for example, talk about ”thinking, practice " reform proposals.