《语文课程标准》指出:“阅读教学是学生、教师、文本之间对话的过程。”对话?鼎足而三?学生、教师和走进课本的好文章成为休戚与共的朋友?彼此争辩而又心心相印?……头一回读到课标中这样陌生而又有趣的判断,就觉得既是悬念又是挑战,为咱们小学语文教师驰骋想象力、创造力提供了宝贵的启迪和重要的思路。不过,学生、教师、文本之间的对话却不同于一般性的朋友聊天,最容易产生的一种尴尬,就是学生一方和文本一方沟通对话有障碍,学生脱离文本,也偏离老师要求,在阅读教学课堂上,尤其在“自主、合作、探究”学习中信马由缰,毫无节制地你一言我一语,看起来热热闹闹,却完全不具备“对话”的实质意义。我们知道,名副其实的对话,一定是包含着 The Standard for Chinese Curriculum states: “Reading teaching is the process of dialogue among students, teachers, and texts.” Dialogues? The best of both worlds? Students, teachers, and good articles that go into the textbook become friends who share a common interest. ? ... The first time I read such a strange and interesting judgment in the course standard, I felt it was both a suspense and a challenge. It provided precious enlightenment and important ideas for our primary school Chinese teachers to ride their imagination and creativity. However, the dialogue among students, teachers and texts is different from the chatting with ordinary friends. The most obvious embarrassment is that there is an obstacle for communication between students and teachers on the text. Students are out of texts and deviate from the requirements of teachers. In the teaching class, especially in the study of “autonomy, cooperation and inquiry”, you are reluctantly speaking and you have a saying that I am in a state of absurdity. It seems to be bustling but does not have the real meaning of “dialogue.” We know that a veritable dialogue must be contained