长期以来,在我们的语文教学中,一提起课前预习,大家可能认为就是读读课文,圈画生字词语,学生能认读生字词语、把课文读通顺,读正确,对学生都是些口头上的要求。由于没有明确的预习指导和书面的落实,学生的所谓预习活动,往往都是流于形式,预习的实效性不大,甚至有些学生连课文都没读通顺,就进入课堂学习。显然,这就或多或少地阻碍了课堂教学任务的完成,也谈不上什么课堂生成了,更不用说让学生思维迸发了。随着新 For a long time, in our Chinese teaching, when we mention pre-lesson preparation, we may think that we are reading the text, drawing the words and phrases, students can recognize the words and phrases, read the text fluently and correctly, On the request. In the absence of a clear preview of the guidance and written implementation, the so-called preview activities of students are often in mere formality, the effectiveness of preview is not large, and even some students did not even read the text fluent, entered the classroom. Obviously, this more or less hinder the completion of the task of classroom teaching, also can not talk about what the classroom is generated, let alone allow students to burst out. With new