这些年,随着教育改革的深入推进,语文学科的工具性、实践性已经被越来越多的教育界同仁所认可、所关注,“阅读教学”的核心地位日益凸显,“提高阅读量”的语文教学改革如雨后春笋般涌现出来。“先大量识字,再海量阅读”“阶梯阅读”“一篇带多篇阅读”等改革实验冲击着每一个小学语文教学的研究者。冷静思考后我们发现,在这些改革实验中学生虽然大量阅读,但是阅读内容是教师提 In recent years, with the deepening of education reform, the instrumental and practical aspects of Chinese have been recognized by more and more education colleagues. As a result, the core position of “reading teaching” has become increasingly prominent. Reading volume “language teaching reform has sprung up. ”A large number of literacy, then mass reading“ ”ladder reading “ ”a with multiple reading " and other reform experiments impact each Chinese primary school teaching researchers. After calm thinking, we found that in these reform experiments, although students read a lot, but the content is read by teachers