语文教学一向以“动之以情”为特长,它主要以语言文字这一审美创造的符号形态为教学载体,故语文课往往与理性、科学性联系不紧。这使得我们在进行语文教学时,疏于深入探讨语言文字的最高级、最深层的哲理意蕴,而浮在表面进行语言物质媒介层面和形式构图层面的简单释读。这种非理性、非科学化的教学倾向不仅表现在“讲什么”上,也表现在“怎么讲”上。语文课堂上普遍存在着“满堂问”、“一问一答”等低级审美实践,教师提出的问题,由于缺乏必 Chinese teaching has always been characterized by “moving emotions ”. It mainly takes the symbolic form of language and aesthetics as the teaching carrier, so the language class often has no connection with reason and science. This makes us neglect to probe into the most advanced and deepest philosophical connotation of language and writing while carrying on Chinese teaching, and float on the surface to carry on the simple interpretation of language material media level and form composition. This irrational and unscientific teaching tendency is not only reflected in “what ”, but also in “how to say ”. There is a widespread problem in the Chinese classroom, such as “full of questions ”, “one question and one answer ” and other low-level aesthetic practice, the teacher raised the question, due to lack of