[案例背景]在语文学习过程中,学生带着自己已有的知识背景、活动经验走进新课程,并通过自己的主动活动去构建对语文的理解,因此,课程改革要求教师尊重学生原有的认知基础,并将其作为课堂教学的平台。然而,在新课程的课堂上,我们却不难发现这样一种现象:有些知识,学生在老师讲授之前明明已经懂了,却在老师的“授意”之下装不懂,心领神会地配合老师安排,从进入问题情境、探究新知开始,然后进行巩固练习、拓展创新,直到圆满“完成”教学任务。这种脱离学生实际的课堂,其实是无源之水,无本之木。长此以往,将使学生失去学习的兴趣,使语文课堂失去生命的意义。 [Case Background] During the process of language learning, students walk into the new curriculum with their own knowledge background and activity experience, and build their understanding of the Chinese language through their own initiative. Therefore, the curriculum reform requires teachers to respect the students’ original The cognitive basis, and as a classroom teaching platform. However, in the classroom of the new curriculum, it is not difficult for us to find a phenomenon in which some students have clearly understood it before they are taught by the teacher but do not understand it under the teacher’s “intention” , Starting from entering the problem situation, exploring new knowledge, and then consolidating practice and expanding innovation until the successful completion of the teaching task. This is actually a passive water from the students’ actual classroom. In the long run, students will lose their interest in learning and will lose the meaning of life in the Chinese class.