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生成,对于课堂教学而言,是一个灵动的字眼,一种智慧的碰撞,一道独特的风景。语文新课程标准提倡个性化、创造性阅读,这就需要教师在语文教学中通过挖掘教材内涵和拓展外延使学生不断生成问题,让学生在理解课文、解决问题的过程中逐渐养成用怀疑和批判的眼光去看待问题。而纵观目前的语文教学,还存在许多误区,使课堂生成备受冷落。学生的阅读,文本是一种引导,教师是另一种引导。每一篇课文都有独特的内涵。学生课堂生成的问题,往往是对教材的个性化的解读,或是在深层思考中的迷惘。要使课堂生成碰撞出生命的火花,教师必须与文本进行深层次的对话。而事实上,
Generated, for the classroom teaching, is a smart words, a collision of wisdom, a unique landscape. The new Chinese language curriculum standards advocate personalized and creative reading, which requires teachers in the teaching of Chinese by digging the textbook content and extension of the students continue to generate problems, so that students understand the text, problem-solving process gradually developed with suspicion and criticism Look at the problem And looking at the current Chinese teaching, there are still many errors, so that the classroom to be neglected. Student reading, text is a guide, the teacher is another guide. Each text has a unique connotation. The problems generated by the students’ classrooms are often the individual interpretation of the teaching materials or the confusion in deep thinking. To make the class spark the spark of life, the teacher must have a deep dialogue with the text. In fact,