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阅读教学,特别是阅读文学色彩较浓的作品,虽不等同于文学欣赏,但同样有学生对作品形象的感受问题,而且这种感受也应该是因人而异的。可在平时的阅读教学中,学生对作品形象的感受却是共性多,个性少。阅读教学过程中这种统一的要求压抑了学生个性的发展,忽视了学生的个性差异和学习潜能,使得阅读教学缺乏灵动与生气,并在一定程度上影响了学生创新精神的培养。《语文课程标准(修订版)》指出:“阅读是学生的个性化行为,不应以教师的分析来代替学生的阅读实践,应让学生在主动积极的思维和情感活动中加深理解和体验,有所感悟和思考,
Reading teaching, especially reading literary works with thick colors, is not equivalent to literary appreciation, but there are also students’ feelings about the work’s image. And this feeling should also vary from person to person. In normal reading teaching, students’ perception of the image of the work is more common and less personal. This unified requirement of reading teaching has depressed the development of student’s personality, neglected the individual differences and learning potential of students, making reading teaching lack of agility and anger, and to a certain extent, affected the cultivation of students’ innovative spirit. ”Chinese Curriculum Standard (Revised Edition)“ states: ”Reading is a student’s personalized behavior. Teacher readings should not be used to replace students’ reading practice. Students should be better understood and experienced in proactive thinking and emotional activities , Some insights and thinking,