由于学科特征的原因,判断小学语文教学效果的标准并不具有唯一性,学生对课文的文本解读必然存在着多元性。教师只有尊重这种多元性,才更容易激活学生的语文学习思维,从而让语文课堂生动起来,提高语文教学的有效性。如果教师将视角再移向学习的本质,那么还可以发现学生对文本的多元解读,可以促进学生学习的真正发生。笔者试以《少年王勃》(苏教版三年级下册)一课的教学为例,阐述一些思考。一、多元解读,构建学生面对文本的多重视角小学语文教学切忌约束学生的思维。思维的广度与深度 Due to the characteristics of the subject, the criterion of judging the effect of primary school Chinese teaching is not unique. Students’ interpretation of the text is inevitably pluralistic. Only by respecting such pluralism can teachers activate Chinese students’ thinking of Chinese language learning more easily, so that the Chinese class can be vivid and the effectiveness of Chinese teaching can be improved. If teachers move their perspectives further to the essence of learning, they can also find out that the students’ multiple interpretations of the text can promote the real occurrence of student learning. The author tries to “boy Wang Bo” (Su Jianban third grade volume) teaching as an example, elaborating some thinking. First, multiple interpretations, build students face multiple perspectives on the text Primary language teaching should not restrain students’ thinking. The breadth and depth of thinking