阅读教学是有明确目标的认知活动,是在教师设计并组织的特定课堂情境中进行的群体活动。也就是说,阅读教学是在动态的课堂结构中进行的,这种动态结构首先表现为丰富多变的心理活动的交流与组合。所以,研究并把握学生在阅读教学中的心理流向,对提高课堂教学质量具有重要意义。 Reading teaching is a cognitive activity with a clear goal. It is a group activity in a specific classroom context that teachers design and organize. In other words, reading teaching is carried out in a dynamic classroom structure. This dynamic structure first manifests itself in the exchange and combination of rich and varied psychological activities. Therefore, studying and grasping the students’ psychological flow in reading teaching is of great significance to improving the quality of classroom teaching.