教师自己对文本的解读可以深刻独到,可以颇有个性,可以言之有理即可,但不能忘记面对的是一群正处于青春期的孩子,他们活力十足,求知欲旺盛,同时也面临着能力要求的提高,直观感性的、零碎片面的知识点亟需变成更为客观理性的、完整系统的知识体系。因此,人文社科知识也就成为了重要的学习内容,这些必需的文化素质的积累,除了借助大量的课外阅读,还需课堂的滋养渗透。新课标把语文的性质定位在工具性和人文性的统一上,这就要求文本细读要在广泛的文本中展开,如此,便可切实提升学生的文化素养。 The teacher’s own interpretation of the text can be profound, can be quite personal, can be justified, but can not forget to face a group of adolescent children, they are full of vitality, curiosity, but also face the ability to request The intuitive, sensual and piecemeal knowledge points urgently need to become a more objective and rational, complete and systematic knowledge system. Therefore, humanities and social science knowledge has also become an important learning content, the accumulation of these necessary cultural qualities, in addition to using a lot of extra-curricular reading, but also the classroom nourishment infiltration. The new curriculum standardization of the nature of language in the instrumental and humanistic unity, which requires the text to be read in a wide range of text, so that we can effectively enhance the cultural quality of students.