《高中语文课程标准》在阅读与鉴赏“教学建议”中特别指出:“阅读教学是学生、教师、教科书编者、文本之间的多重对话,是思想碰撞和心灵交流的动态过程。”在教学中,我们发现不少教师追求形式,虽然改变了过去老师主宰课堂,学生被老师牵着鼻子走的局面,但在“对话”中存在虚假“繁荣”的现象,主要有两种不好的倾向。一、是“浅薄”的对话。浅薄就是没有深度,停留在表面,对话不深入。一方面由于学生对文本理解不深刻,另一方面更由于教者缺少点拨和引导。学生兴冲冲地回答后,渴望老师的指导,而老师不置可否,或简单地说“不错”、“很好”一带而过,或让其他同学继续发表看法。教者可能担 “High School Chinese Curriculum Standard” in Reading and Appreciation “Teaching Suggestions ” pointed out in particular: “Reading teaching is a dynamic process of collision of minds and spiritual exchanges among students, teachers, textbook editors and texts. ”In teaching, we found that quite a few teachers pursued forms. Although they changed the situation where the teacher dominated the classroom in the past and the students were led by their teachers, there was a false “ prosperity ”in “ dialogue ”, mainly There are two bad tendencies. First, it is “shallow ” dialogue. Shallow is no depth, stay on the surface, the dialogue is not in-depth. On the one hand, students do not understand the text profoundly; on the other hand, they lack instruction and guidance. When the students answered with great interest, they were desperate for the guidance of the teacher. However, the teacher could not say yes or simply say “good”, “very good” or let the other students continue to express their opinions. Teachers may bear