也许是亲历了语文阅读教学法名实之争的激烈,我接到杨邦俊老师的“互动性阅读”课例,首先想到的是其理论构想与具体实施是否和谐统一。待我对《我的呼吁》的课例有了深入的研读,这种关注不由得转化为了赞叹。课例的主体是三个基本过程: 读认—读审—读创。如果说这种设计,体现了现代阅读的一般逻辑规律,体现了教师在阅读教学中主体地位的存在和价值,那么最能体现设计者智慧和眼光的应该是它三个过程自身命题的要求,不仅为教师、学生和教材三边互动提供了可能, 而且命制了规范。 Maybe it was the fierce competition of the Chinese reading teaching method. When I received the “Interactive Reading” lesson from Yang Bangjun, the first thing I thought was whether or not the theoretical concept and the specific implementation were in harmony. When I had an in-depth study of the “My Appeal” class, this concern could not be turned into praise. The main body of the lesson is three basic processes: Reading - Reading - Reading. If this kind of design embodies the general logic of modern reading, it embodies the existence and value of the main position of teachers in reading teaching. Therefore, the best expression of the wisdom and vision of the designer should be the requirement of its own three propositions. Not only does the possibility of trilateral interactions with teachers, students, and teaching materials, but it also dictates norms.