深度学习是我校发现教育的五大元素之一,使学生在理解的基础上进行批判学习,并能够将知识主动迁移到新的情境中,落到实际运用中去。深度学习课堂中,教师要作为引导者,将课堂的主体地位还给学生,引发学生进行独立深度的思考,让学生对文本的内容钻研得更深入透彻。下面我就以《石榴》这一课为例,谈谈自己是如何将课堂还给学生,让学生自主地深度学习替代教师传统的传授的。一、写作结构渗透叶圣陶先生说过:“课本无非是个例子。”这揭示了语文教材的 Deep learning is one of the five major elements in our school’s discovery of education, enabling students to critically learn on the basis of understanding and to be able to move their knowledge into new situations and fall into practical use. In the deep learning classroom, teachers should be the guides to return the dominant position of the classroom to students, triggering students to think independently and deeply, so as to enable students to further understand the contents of the texts. Here I will take “pomegranate” as an example, to talk about how they are returned to the classroom students, allowing students to autonomously in-depth learning to replace the traditional teacher’s teachings. First, the writing structure of infiltration Mr. Ye Shengtao said: “textbook is nothing more than an example. ” This reveals the language teaching material