文本互读,让学生关注的视野不再局限于教材文本,从而在所阅读的文本资源中提升学生的阅读能力。一、基于不同范畴,在相互整合中推动文本互读1.紧扣相同主题,强化单元内文本的彼此互读当下教材都是以相应的主题来构建单元内容,不同的文本围绕着相同的主题聚合在一起,为学生全方位、多视角感知文本主题提供了广泛的资源。如果一篇一篇按部就班地展开教学,不仅割裂了原本单元课文形成的意义,更与编者的编排意图相去甚远,导致了课堂教学的高耗低效。如苏教版六年级下册的《莫泊桑拜师》《孔子游春》《理想的风筝》,从不同的视角选择了古今中外三位老师的素材,构建了“师恩难忘”的主题单元。基于互文阅读的理念,笔者 Text reading, so that students no longer focus on the vision of the text of textbooks, which read the text resources to enhance students’ reading ability. First, based on different areas, promote mutual intertextuality in mutual integration 1. Closely the same theme, to strengthen mutual reading of text within the unit The current textbooks are based on the corresponding theme to build unit content, different text around the same theme Together, it provides a wide range of resources for students with a full range of multi-perspective textual topics. If the article by step by step to start teaching, not only cut off the meaning of the original unit text formed, but also with the Editor’s intent far from the layout, resulting in the high consumption of classroom teaching inefficient. Such as the Sujiao version of the sixth volume of the book “Mopusan apprentice” “Confucius Youchun” “ideal kite”, from a different perspective, I chose the ancient and modern Chinese and foreign teachers of the three materials, build “the unforgettable teacher” theme unit . Based on the concept of intertextual reading, the author