高中英语阅读教学在课堂上很多时间仍等于枯燥的语言分析。一部分老师也不过是让学生匆匆读完文章,完成课后的相关问题,校对答案,便奔向“主题”。在整个过程中,老师津津乐道于零散的知识点,而学生却落入了被动状态,学习的积极性受到了约束和压制,对阅读课产生了厌倦。这样的教学模式在很大程度上限制了教师的教学空间和学生的思维,到最后把师生都变成语言知识的集装箱。 High school English reading teaching in the classroom a lot of time is still equal to boring language analysis. Part of the teacher is nothing but allow students to finish the article in a hurry, to complete the after-school related questions, proofreading answers, then toward “theme ”. Throughout the process, the teacher talked about scattered knowledge points, but the students fell into a passive state, the enthusiasm of learning was constrained and suppressed, tired of the reading class. Such a teaching model largely limits the teachers ’teaching space and students’ thinking, and finally turns teachers and students into containers of language knowledge.