目前,在倡导求实、高效的课堂教学大背景下,不少语文教师把练习挤进了课堂教学中,想以此来提高学生的语文能力。老师们的初衷是好的,然而,我们也因此看到了课堂练习遭遇的尴尬局面:学生所做的练习或为机械的抄写、默写,或为“一课一练”“课课练”“学习报”等重复训练。可以这么说,这样的课堂练习是重形式轻内容,重数量轻质量,重积累轻运用。学生做得云里雾里,他们在机械重复的练习中非但没有提高运用语言的能力,反而加重了师生双方的负担,可谓低效甚至无效。这是导 At present, under the background of advocating realistic and efficient classroom teaching, many Chinese teachers have squeezed the practice into classroom teaching in order to improve their language ability. The original intention of the teachers is good, but we also see the awkward situation encountered in the classroom practice: the students do exercises or mechanical transcription, dictation, or as a “lesson a lesson” “class practice ”“ Study reported ”and other repeated training. It can be said that such exercises in the classroom is a form of light weight, light weight, heavy accumulation of light use. Students do cloudless and foggy. Instead of improving their ability to use the language in repetitive exercises, they have added to the burden on both teachers and students and are ineffective or ineffective. This is guide