在小学阶段性测试中,作为阅卷老师,我们经常会见到这种现象:有些平时学习成绩优秀的学生在年终统测中因为阅读理解题答得不尽如人意而遭遇“滑铁卢”。基于这种现象,我们从学生学习语文一开始来分析这个问题的产生和解决之道。从小学生进入学校接受语文教育开始,我们的语文教育就拉开大幕。低年级阶段,我们往往是督促学生多识字、多组词造句,尽快掌握语文的基本考试需求;中年级阶段,我们往往要求学生写出流利的小文章, In primary school tests, as a marking teacher, we often see this phenomenon: Some students who usually have good academic performance have encountered “Waterloo” because of unsatisfactory reading comprehension questions at the year-end survey. Based on this phenomenon, we analyze the production and solution of this problem from the very beginning when students learn Chinese. From the beginning of primary schoolchildren to enter the school to receive Chinese education, our language education opened the curtain. In the lower grades, we tend to urge students to learn more words and phrases, and to master the basic examination requirements of Chinese as quickly as possible. In the middle-grade stage, we often ask students to write fluent essays,