《新课标》认为:阅读是学生的个性化行为,不应以教师的分析来代替学生的阅读实践。传统的教学方法就是分析段落大意、中心思想、写作特点;然后,从读写结合入手,把对文本的解析同时扩展为范文模仿来进行作文指导。这种教学法是对阅读教学法的曲解。笔者认为阅读是以准确获取文章有用信息为目的的思维活动,阅读不是为了追求标准答案,而是为了培养学生探求正确结论,准确获取信息的能力,因此笔者倡导探究性阅读教学法。一、巧设问题引导学生,不搞“一言堂”就目标的达成意识而言,要重视教学过程中的问题设计。教师根据自身对文本的解读,结合学生的知识结构、接受能力等设计出难易适当、能够调动学生思维的问题。同时,教师应时刻关注 The new curriculum standard thinks that reading is a personalized behavior of students and should not be replaced by teachers’ analysis in reading practice. The traditional teaching method is to analyze the characteristics of the passage, the central idea and the characteristics of the writing. Then, starting from the combination of reading and writing, the parsing of the text is extended to the imitation of the paraphrase for composition guidance. This teaching method is a misinterpretation of reading teaching method. The author thinks that reading is a thinking activity aimed at obtaining useful information of an article accurately. Reading does not mean to pursue standard answers. Instead, it aims at cultivating students’ abilities to seek correct conclusions and obtain accurate information. Therefore, I advocate inquiry reading teaching method. First, the clever setting of problems to guide students, do not engage in “a word of the Church,” to achieve the goal of consciousness, we should pay attention to the problem of teaching design. Teachers according to their own interpretation of the text, combined with the students’ knowledge structure, ability to design difficult and appropriate to be able to mobilize the thinking of students. At the same time, teachers should always pay attention