长期以来,语文阅读教学中,学生常乱贴标签,空洞不着边际地表达自己的阅读体悟,无法精准流畅地转述。如何突破学生阅读的思维暗箱,成为困扰阅读教学的难题。方老师在《想北平》的教学设计中,尝试遵循“如何让学生在解读文本时不再‘贴标签’?如何帮助学生走进文本深处体味到文本细腻深厚的情感?”的路径,来构建文本阅读的教学空间,其准确的发现与鲜明的目标,无疑让教学有了鲜明的技术成色。 For a long time, in the teaching of Chinese reading, students are often labeled in a random manner, and their voices are boundlessly expressed in their reading comprehension, which can not be accurately and smoothly transcribed. How to break through the students thinking of thinking, has become a puzzle for reading teaching problems. In his teaching design of “BeiPeiping,” Fang tried to follow the path of “how to let students no longer label when reading texts? How to help students walk deep into the texts to appreciate the delicate and profound texts?”, To build a text reading teaching space, its accurate findings and distinctive goals, no doubt that teaching has a distinctive technical quality.