我一向认为,教学方法,难拘一格,尺有所短,寸有所长,执法各异,殊途同归。但是,有一条原则也许是大家都能接受的:“教”的动机必和“学”的效果相统一,教法的善拙应以学生学习效果的优次为检验标准。因此,教师的“教”,是为了学生的“学”,我们通常所说的教学,不应该是单纯的“教师教——学生学”,教师的主导作用,尤其应该体现在“教师——教学生学”的过程中。就语文教学而言,就是注重教学生读书之法,让学生会读、悟得、致用。我在语文教学中进行了“教学生学”的初步尝试,似觉略见成效,兹不惮粗陋,试以《海燕》一课的教学为例,说明如次。《海燕》一文,我用两教时授完。先让学生初读课文及注释,划出生字难词,并 I have always believed that the teaching methods are difficult to arrest, have short rulers, have their own merits, have different law enforcement, and go by the same route. However, one principle may be acceptable to all: the motive of “teaching” must be unified with the effect of “learning”, and the goodness of teaching should be based on the superiority of the learning effect of students. Therefore, the teacher's “teaching” is for the student's “learning”. What we usually call teaching should not be pure “teacher-student learning” and the leading role of teachers. In particular, it should be reflected in the “teacher- Teaching students ”in the process. As far as Chinese teaching is concerned, the emphasis is placed on teaching students to read books so that students will read, understand and apply them. I did a try of “teaching students” in Chinese teaching. It seemed to me that I had a little effect. I did not dread it. I tried my best to explain the teaching of “Haiyan” as an example. “Swallow,” a text, I use two teaching granted. Let students first read the text and notes, draw words difficult words, and