在文言文教学中,许多教师将“朗读教学法”作为“首选”列入教学设计中,可是到了具体实施环节,效果却并不理想。有的教师为指导朗读,把优美的诗文切割得七零八碎;有的则生硬地按步骤行进,结果是“妙读”不妙、“美读”不美;还有的用朗诵基础好的学生撑场面,等等。笔者认为,现如今滥用“朗读教学法”的问题值得认真反思。教学方法的选择是否得当,首先取决于教师能不能准确地把握教材文本、学情以及自身的条 In classical Chinese teaching, many teachers include “reading teaching ” as “preferred ” included in the teaching design, but to the specific implementation of the link, the effect is not ideal. Some teachers read aloud to guide the beautiful poetry and prosecution, but others are rigidly step by step, the result is “wonderful reading” is not good, “beautiful reading” is not beautiful; there The basics of good students to recite the scene, and so on. The author believes that the abuse of “reading teaching method” now is worth serious reflection. The choice of teaching methods is appropriate, first of all depends on the teacher can not accurately grasp the text of textbooks, academic conditions and their own article