一篇课文的教学一般可分为自读感知、精读领悟、品读体会和诵读表达四个阶段。许多教师往往只重视中间的精读领悟阶段而忽视了自读感知、品读体会和诵读表达这三个阶段,孰不知自读感知阶段是基础,有利于学生对课文的整体把握。教师在学生对课文还不熟悉的情况下就对课文进行条分缕析,学生对课文的理解自然是支离破碎的,缺少整体的把握和自身的感悟。同样,没有最后的品读体会和诵 A text teaching generally can be divided into self-read perception, intensive reading comprehension, reading comprehension and reading expression of four stages. Many teachers tend to pay attention to the middle of the intensive reading comprehension stage and ignore the self-read perception, reading comprehension and reading expression of these three stages, each do not know self-read stage is the basis of perception, is conducive to students grasp the overall grasp of the text. Teachers in the case of the students are not yet familiar with the text on the article bar analysis, the students naturally understand the text is fragmented, the lack of overall grasp and their own perception. Similarly, there is no last reading comprehension and chanting