常可听到一些语文教师的诉苦:“教书难,教语文更难”。“辛辛苦苦备课,但学生上课不听。我的那些学生是木头一根,启而不发……”从这些话语中,不难看到这些教师知晓学生的“学”直接影响到课堂教学的效果,但是否考虑到自己的“教”的问题?在制定教学计划、组织教学时心中有否“学生”呢?我先后听了数百节语文课,感触最深的一点就是语文课堂教学普通存在程式化、模式化。教学服务的对象——学生,往往被忽视、被冷落、被当作陪衬,致使我们的语文教学常常事 Often hear the complaints of some language teachers: “It is harder to teach and teach Chinese.” “Work hard to prepare lessons, but students do not listen to classes. Those of my students are wood ones, and they don’t send out...” From these words, it is not difficult to see that these teachers know that students’ “learning” directly affects the classroom teaching. The effect, but whether to take into account their own “teaching” problem? In the development of teaching plans, organize the teaching of the mind whether “students” do? I have listened to hundreds of language classes, the deepest point is that the Chinese classroom teaching exists Stylized and patterned. The object of teaching services—students are often neglected, neglected, and treated as foils, resulting in our language teaching