在语文教学的过程中,往往会出现教师预设教案之外的内容,这些生成性的资源让课堂展现出不一样的智慧碰撞,让学生的个性化解读成为可能,有效促进了学生对文本内容的深度解读,所以在语文教学中教师要重视引导学生捕捉课堂生成,从而实现构建灵动式语文课堂的目标。 In the process of Chinese teaching, there are often teachers outside the pre-requisite lesson plans. These generative resources allow the classroom to exhibit different wisdom collisions, allowing students to personalize the interpretation and effectively promote the students’ text content. The depth of the interpretation, so in Chinese language teaching teachers should focus on guiding students to capture classroom production, so as to achieve the goal of building a dynamic Chinese classroom.