自读教学研究,是在市教委教研室姚建庭同志指导下,以天山中学为基础,以长宁、奉贤二区县为试点,由近10所学校、数十位教师及教研员共同参与、群体合作的教学科研课题。自读课优化教学过程的6原则是在7年集体研究成果的基础上加以总结、筛选、提炼后提出的,具体内容如下:一、以提问设计为突破,激发认知冲突。叶圣陶先生曾经说过:“_一篇文章,学生也能粗略地看懂。可是深奥些的地方,隐藏在字面背后的意义,他们就未必能够领会。”这就告诉我们,语文教学有一个不同于其它学科教学的鲜明“个性”,即学生不是从全不知到知,而是由少知到多知,由熟知到真知。语文 The self-education study was conducted under the guidance of Comrade Yao Jianting of the Teaching and Research Office of the Municipal Education Commission and based on the Tianshan Middle School. It was piloted in Changning and Fengxian districts and counties. Nearly 10 schools, dozens of teachers, and teachers and researchers participated in the group cooperation. Teaching and research topics. The 6 principles of the self-reading course to optimize the teaching process are summarized after seven years of collective research results, selected after screening, and refined, and the specific content is as follows: First, break through question design and stimulate cognitive conflict. Mr. Ye Shengtao once said: “_An article can also be read roughly by students. But in places that are deeper and deeper in meaning, they may not be able to comprehend.” This tells us that there is a difference in language teaching. The distinctive “individuality” of teaching in other disciplines, that is, students do not know everything from knowledge to knowledge, but from less knowledge to more knowledge, from well-known to true knowledge. Language