“教师之为教,不在全盘授予,而在相机诱导。必令学生运其才智,勤其练习,领悟之源广开,纯熟之功弥详,乃为善教者也”。一代宗师叶圣陶先生为我们高度概括了“善教”的至高境界。古代教育家也早就浓缩了“善教”的至高境界——“善学者,师逸而功倍”。此“教”“学”之境,就是我们“课内外衔接”实验通过构架衔接阶梯,巧设种种桥梁,以期渐入“不教”之境的实验追求。 在实践操作中,我们根据“课内外衔接”的指导思想和整体实验思路。努力优化衔接方式,活化课堂教学。注重打开课内向课外的训练渠道,使语文教学走近学生的生活,实现语文课堂教学的扎实、活泼、 “Teachers are taught, not granted in full, but are induced by the camera. Students will use their talents, diligence in their practice, and the source of comprehension. The merits and demerits of being proficient are good teachers.” The great master Mr. Ye Shengtao highly summarized the highest level of “good teaching” for us. Ancient educators have long concentrated the highest realm of “good teaching”—“good scholars and teachers who have a lot of success”. This “teaching” and “learning” context is that our experiments in the “in-class and out-of-class” experiments have systematically bridged the ladders and cleverly set up various kinds of bridges in order to gradually enter the experimental pursuit of “not teaching”. In practice, we follow the guiding ideology of “joining inside and outside the class” and the overall experimental ideas. Efforts are made to optimize the method of engagement and activate classroom teaching. Pay attention to open the training channel outside the class to the outside of the classroom, so that Chinese language teaching approaches students’ lives, realizing the solid and lively language teaching.