评价一堂课,总有一个可以贯穿的标准:是“教”得精彩,还是“学”得精彩?前者基于教师行为,后者基于学生行为。本来,教是为了学,学是在教的引导下进行的,二者是并无矛盾的二元对立,但在现实的课堂上,往往呈现两种价值追求。《天净沙·秋思》的同课异构分析发现,阅读任务设计应以“学”为核心,这决定了语文课的品质。 Evaluation of a class, there is always a standard that can be run through: is the teaching of wonderful, or learning to be wonderful? The former is based on teacher behavior, the latter based on student behavior. Originally, teaching was for learning and learning was conducted under the guidance of religion. Both of them are contradictory and non-contradictory dualistic opposition. However, in the real classroom, two kinds of value pursuits are often presented. Heterosexual analysis of the same class in “Tianjing Sha · Qiu Si” found that the design of reading task should focus on “learning”, which determines the quality of Chinese class.