设计合理的教学结构是培养学生自学能力的前提条件。有了合理的教学结构,才能使学生在自学实践中得到完整的而不是肢解式的、系统的而不是零乱的知识。同时,也便于学生掌握学习语文的规律。我在阅读教学方面,探索了一种“三段式”教学结构。这种教学结构,充分发挥了自学提纲的作用,把“教师为中心”变成“学生为主体”,做到课内、课外相结合,独立自学和群议相结合,提纲引路和质疑相结合,对学生主动获取知识,形成自学能力颇有益处。下面,以五年制小语第六册第3课《一定要争气》为例,谈谈“三段式”教学结构。第一阶段,尝试性自学。在学习新课之前,教师针对教材特点和学生实际,设计一些比较浅显的自学 Well-designed teaching structure is a prerequisite for students self-learning ability. With a reasonable teaching structure, students can get a complete, rather than dismembered, systematic rather than messy knowledge in self-study. At the same time, it is also convenient for students to master the law of learning Chinese. In reading teaching, I explored a “three-stage” teaching structure. This kind of teaching structure has given full play to the role of self-study syllabus, transforming “teacher-centered” into “student-centered”, combining class and extracurricular activities, combining self-study with group discussion, combining syllabi and challenge , On the initiative to acquire knowledge of students, self-learning ability to form quite beneficial. The following, with a five-year small language sixth book third class “must strive for good” as an example, talk about “three-stage” teaching structure. The first phase, tentative self-study. Before studying the new lesson, the teacher aimed at the teaching material characteristic and the student's actuality, designed some simple self-study