以往的语文课堂教学,大多是执行教案的过程。教师的教和学生的学在课堂上最理想的进程就是完成预定的教案,而不是“节外生枝”;教师期望的是学生按教案设想做出回答,否则就努力引导学生直至达到预定答案为止。评价一节课,也都把教师课堂教学是否环环相扣、结构和时间安排是否合 In the past, Chinese language classroom teaching was mostly the process of implementing lesson plans. The most ideal course for the teacher’s teaching and student’s study in the classroom is to complete the scheduled lesson plan, rather than “outside the box”; the teacher expects that the student will answer according to the teaching plan, otherwise he will try to guide the student until he reaches the scheduled answer. Evaluating a lesson also puts the teacher’s classroom teaching in harmony, structure and timing.