《语文课程标准》指出:“阅读是学生的个性化行为,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,受到情感熏陶,获得思想启迪,享受审美乐趣。”批注式阅读是实现自主学习的有效途径。阅读教学中,采用质疑式批注、感悟式批注、评价式批注和概括式批注等方式引导学生与文本对话,可以从不同层面提高学生的质疑能力、感悟能力、鉴赏能力及概括能力。一、质疑式批注——提高学生的质疑能力 “Chinese Curriculum Standard” states: “Reading is a student’s individual behavior. Students should be better informed and experienced in their active thinking and emotional activities. Some of them should be sentimentally influenced, thoughtfully inspired, and enjoy Aesthetic pleasure. ”Annotation reading is an effective way to achieve self-learning. In reading teaching, students can be challenged, perceived, appreciated and summarized in a variety of ways, including using questionable annotation, sentimental annotation, evaluation annotation, and general annotation. First, questioning comments - improve the ability of students to question