《义务教育语文课程标准(2011版)》阐述课程基本理念时将“初步获得现代社会所需要的语文实践能力”改为“初步养成现代社会所需要的语文素养”。与“语文实践能力”相比较,“语文素养”的涵盖面更大,它不仅仅包括技能性的能力要求,更是对整体素质的要求。作为一线教师,怎样才能将这种指导性的理念化为可操作的方法和策略呢?怎样才能兼顾学生的语言发展和精神成长呢?从自身的教学实践中,笔者深切地体会到对于部分情感性强的课文而言,从作者的写作意图着 “Compulsory Education Language Curriculum Standard (2011 Edition)” to explain the basic concepts of the curriculum will be “to obtain the initial language skills needed in modern society ” to “the initial development of modern literacy ”. Compared with “Language Practical Ability ”, “Language Literacy ” covers a larger area, it not only includes the ability of skills requirements, but also the overall quality requirements. As a front-line teacher, how can we turn this guiding idea into an operable method and strategy? How can we balance students’ language development and spiritual growth? From their own teaching practice, I deeply understand that for some emotions In terms of strong texts, the author’s writing is intended