去繁就简,返璞归真,这才是语文之本色。在课堂实践过程中,我们看到,各种泛语文现象还是充斥课堂:有的过分追求形式的翻新,使语文走人“假繁荣”的尴尬。我们的朗读教学如果被贴上模式、程序的标签,便会走入僵化、一成不变的误区,味同嚼蜡,从而使学生失去品读的兴致。《搭石》教学片段每当上工、下工,一行人走搭石的时候,动作是那么协调有序!前面的抬起脚来,后面的紧跟上去,踏踏的声音,像轻快的音乐;清波漾漾,人影绰绰,给人画一般的美感。师:谁能读出这一种画一般的美感?自由读——指名读——男生读、女声读这个教学片断,教师仅仅抓住了朗读的外壳,没有体会朗读指导的实质。整个朗读过程无任何思维联系,无丝毫触类诠 To Fanfan Jane, back to nature, this is the nature of language. In the process of classroom practice, we can see that all kinds of pan-language phenomena are still flooded with classrooms: some are over-pursuing the refurbishment of forms and leaving the embarrassment of “false prosperity” of Chinese. If our reading teaching is labeled as a model or procedure, we will walk into rigid and unchanging mistakes and taste the same, so that our students will lose their interest in reading. “Stone up” teaching fragment Whenever the work, work, a pedestrian to take the stone, the action is so coordinated and orderly! In front of the lift feet, followed by the back up, tapping sound, like brisk Music; Qing Yang wave, silhouette, give people the general sense of painting. Teacher: Who can read this kind of painting a sense of beauty? Free reading - named reading - boys reading, female reading this piece of teaching, the teacher just caught the reading of the shell, did not understand the essence of reading guide. The entire reading process without any thinking contact, without any touch category interpretation