小时候学语文,老师的教学流程通常由分段起,然后概括段落大意,最后以归纳中心思想结束,而这个中心思想,是以“本文通过……描写(叙述)了……表现(批判、赞扬)……了……”的形式呈现的。我并不善于质疑,对于老师总结出的大意啊思想啊什么的,总是抱着“老师是权威”的想法,全盘接受下来,时间久了,竟然还因此落了个“好学生”的名声;虽然对于阅读我并无心得可言。那个时候,我并没有听说过“一千个读者就有一千个哈姆雷特”这句话。如今它已成滥调,“一千个哈姆雷特也还是哈姆雷特”也以这一滥调后续者的身份出现,并成为其在观点上的重要补充。本期我们刊发了一组关于《哦,香雪》的课例和评议。黄昌龙老师的课,脉络清晰,就是要探究《哦,香雪》的主题思想;他采取的方式,就是寻找支撑主题思 When I was a kid learning Chinese, my teacher’s teaching flow usually started from the segment, then summarized the paragraphs, and ended up with the idea of ​​inducing the center. The central idea was to describe (narrate)... performance (criticism, Praise)...there is a form of ...“ presented. I am not good at questioning. I always hold the idea that “teachers are the authority” when I summarize my ideas, ideas, and thoughts. I have accepted it completely. It has taken a long time for me to drop a good student. ”The reputation; although I have no heart for reading. At that time, I had never heard of a thousand Hammond readers. Now that it has become a hot topic, “A thousand Hamlet is also Hamlet” also appeared as a follower of this uproar and became an important supplement to his point of view. In this issue we published a set of lesson notes and comments on “Oh, Snow”. The curriculum of Mr. Huang Changlong’s class has a clear context. It is to explore the theme of “Oh, Xiang Xue”; the way he adopts is to seek support for the theme of thinking.