在古代诗歌复习中,有的教师往往只注重指导学生掌握各种题型及解题模式,在诗歌语言的表面滑行,导致解读诗歌思维的浮浅化和表面化,甚至产生误读现象。力纠这一偏差,必须从掌握解读诗歌的思维方法上入手,引领学生在自我追问“写了什么(包括表现了什么)”、“怎么写的”和“为什么这样写”这三个层面中构建自己的思维流程,读懂诗歌,进而培养起解读诗歌的能力,养成解读诗歌的良好的思维品质。笔者将自己教学实践中的一些做法略陈 In the review of ancient poetry, some teachers tend to focus only on guiding students to master a variety of questions and problem-solving mode, gliding on the surface of poetry language, leading to the interpretation of poetry thinking of the superficial and surface, and even misread phenomenon. To rectify this deviation, we must start from mastering the way of thinking of interpreting poetry and lead the students in self-questioning “what has been written (including what was expressed),” “how did we write”, and “why did we write this? ”These three levels build their own thinking process, read poetry, and then cultivate the ability to interpret poetry, develop good thinking quality of interpretation of poetry. The author will teach some of his own practices in practice slightly