语文教材在编写过程中把课文按类别归纳进不同的单元,根据其编写的顺序,一般要求教师在授课过程中能“依序扣格”地进行教学。每个单元都将重点讲读课文列在首位,学生自读课文紧随其后,这样的安排确实能够重点突出,以个别反映一般,培养学生举一反三的能力。但笔者通过实践发现,如果打乱教材中已编排好的程序,先易后难,从一般到个别,从学生最感兴趣的课文开始教起,教学效果会更好一些。 Textbooks are grouped into different units according to categories in the writing process. According to the order in which they are written, teachers are generally required to teach “in order” in the teaching process. Each unit has given priority to reading and reading texts. Afterwards, students’ self-reading texts are closely followed. Such an arrangement can indeed focus on highlighting the individual’s ability to reflect the general situation and cultivate students’ ability to perform inferences. However, the author found through practice that if the programmed procedures in the textbooks are disturbed, it will be difficult to learn from the first to the later, and from the general to the individual, the students will be taught the most interesting texts, and the teaching effect will be better.