当下的小学语文教学,我们不难发现:“理解”的公式化、虚幻化、狭窄化等现象斥着课堂,这在一定程度上扭曲了“理解”的真貌,削弱了“理解”在语文教学中的功能。笔者试图从“理解狭窄化”这一现象入手,给“理解”正名,给予“理解”科学定位,以期进一步提高语文教学的效率。基于“完整”的理解——对语文教学中“理解什么”的思考语文教学中理解的对象应该是言语内容和形式。具体而言,就是对语音标点、字词句段、课文内容、思想情感、中心主旨等的理解;对怎样围绕中心选择、组织材料,怎样遣词造句、谋篇布局,怎样根据表达需要,选择恰当的表达方法等的理解。对此,福建省特级教师刘仁增老师有一 In the present primary school Chinese teaching, it is not difficult to find out that the phenomena of formulaization, illusion and narrowness of “comprehension” are discouraged to the classroom, which distorts the true appearance of “understanding ” to a certain extent and weakened the “ Understand ”in the language teaching function. The author attempts to start with the phenomenon of “narrow understanding” and give the correct name of “understanding ” to give “understanding” scientific positioning in order to further improve the efficiency of Chinese teaching. Based on the “complete ” understanding - on the teaching of Chinese “understanding ” thinking Chinese teaching to understand the object should be the language content and form. Specifically speaking, it is about the understanding of phonetic punctuation, words and phrases, text content, thoughts and emotions, the central theme, etc .; how to choose appropriate materials for the center, how to choose materials, The expression method of understanding. In response, teacher Liu Renzeng of Fujian Province has one teacher