笔者在一线教学,反思自我课堂教学,纵观他人课堂呈现,发现当下的语文课之所以令学生困倦,教学效率低下,在一定程度上跟教师的“舍不得”息息相关。一、舍不得课文教学一篇课文,从字词到句段到篇章,从作者到写法到拓展,从问到说到写,一一涉猎、无一漏网。教师之用心显而易见,然而是否真正为学生所需?课堂教学和做菜存在着逻辑形式上的共通之处:不同的菜肴,需要不同的做法。那么体裁不同、内容迥异的课文呢?语文的综合性是其显著的特色,但是我以为奉课文为“圣经”的教学审视是不可取的。因为它忽略 The author in front-line teaching, self-reflection classroom teaching, taking a look at the classroom presentation of others and found that the current language lessons so that the students sleepy, inefficient teaching, to some extent with the teacher “reluctant ” is closely related. One, reluctant text teaching a text, from words to segments to the chapter, from the author to writing to expand, from asking to talking about writing, one by one, none of the net. It is obvious that teachers’ motives are obvious, but whether they are really needed by students? There is a logical formality in classroom teaching and cooking: different dishes require different approaches. So different genres, different content of the text? The comprehensiveness of the Chinese language is its salient features, but I think it is not advisable to teach the text as the teaching of the Bible. Because it ignores