李卫东老师感悟式语文教学的提出是将“实践、感悟、内化”三者相统一的立体学习观过程,相比较于传统线性即“知识—能力”(后来被丰富为“知识—感知—体悟—练习—能力”)的教学观而言,体现出以学生为本、以生活为源、以内化为宗、以教师引导和学生自主实践感悟为主要活动方式,重新诠释了语文教学中人、言、言语实践的三个要素。本文将就在感悟式教学框架下,以《穷人》为例,浅谈感悟式语文教学策略。 Li Weidong teacher’s perception of Chinese teaching is the process of “learning, perception, internalization,” the three-dimensional process of learning the unity of the three compared to the traditional linear that “knowledge - ability” (was later enriched as “ Knowledge-perception-comprehension-practice-ability ”), it shows that taking students as the basis, living as the source, internalization as the case, teacher’s guidance and student’s independent practice as the main activity mode, reinterpreting The three elements of human, language and speech practice in Chinese teaching. This article will be in the sentiment-based teaching framework, the “poor”, for example, talk about sentimental teaching strategies.