《灰椋鸟》熔铸了作者真挚灼热的情感,笔者在指导学生阅读时就注重了挖掘课文的情感因素,采取“以情感作渲染导入新课,激发学生审美情趣;与文本对话,体验作者的情感,享受美;内化情感,成为理念,创造美。”对学生实施审美教育。 “Gray-starling” casts the sincere sentiment of the author. The author pays attention to the emotional factors of excavating the text while guiding the students to read, adopts “to introduce the new lesson with the emotion as the rendering, to stimulate the aesthetic taste of the students; to dialogue with the text and to experience the author Emotional, enjoy the United States; internalization of emotions, as a concept, to create the United States. ”The implementation of aesthetic education of students.