我们提出“读课”这一命题是基于目前中小学教研中听课活动的一些不足。据笔者观察,听课活动表现出三个“软肋”:一是被动多于主动,二是技术主义倾向严重,三是“目中无人”。管理缺乏柔性,活动目的异化,教育理念的口号化,则是造成这些问题的主要原因。量化的管理机制难以激发听课激情听课活动设计者的初衷应该是好的:通过观摩课堂教学,学习有经验的老教师或者优秀教师的课堂 Our proposal of “reading” is based on some deficiencies in the current listening activities in primary and secondary school teaching. According to the author’s observation, the attendance activities showed three “soft ribs”: one was more passive than more active, the second was more serious technocratic, and the third was “no one”. The lack of flexibility in management, the alienation of activities, and the slogan of educational concepts are the major causes of these problems. Quantitative management mechanism is difficult to motivate the audience to listen to class activity The designer’s original intention should be good: by observing the classroom teaching, to learn the experience of experienced teachers or teachers in the classroom