一篇好的教学设计,往往能够针对具体的教学内容和学生实际情况设计问题,处理问题。李朝老师这节《烛之武退秦师》,就是她根据本班的具体学情,立足于学生对课文中难句的理解问题,从对“武”的真正内涵的探究切入,依文解词,组织学生合作探讨“武”的深层内涵,既在理解的层面上解决疑难,同时也体会到其中蕴含的中华民族精神,改变了文言文教学中理解文本和领悟意蕴相互脱节的常见弊端。她借着“武”这样一个切入点和突破点,通过三个话题的探讨,把文言 A good teaching design, often for specific teaching content and the actual situation of students to design problems and deal with the problem. Li Chao teacher this section “candle Wu step back Qin division”, that is, she based on the class specific knowledge, based on students’ understanding of difficult sentences in the text, from the “Wu” to explore the true meaning of the cut, according to the text Solution words and organizing student cooperation to explore the deep connotation of “Wu”, not only solving difficulties in the understanding level, but also realizing the Chinese national spirit contained therein and changing the common disjuncture between comprehension and comprehension in classical Chinese teaching Disadvantages. She used “Wu” such a breakthrough point and breakthrough point, through the discussion of three topics, the classical Chinese