“读讲研”是“学讲达”流程的主要变式。“读”即学生的读书行动,“讲”即学生讲出所读和所关注的,“研”即学生基于文本或者课堂生成的深度问题的探究。“读讲研”即是学生的“我读、我讲、我研”。在设计“读讲研”教学流程时,我期待学生在课堂上直接进入“我读、我讲、我研”的状态,把语文课堂真正变成学生的自由读书课、开心讲说课和核心素养的积累课。在教学欧·亨利的《两片面包》时,我把“我读、我讲、我研”优化为——我读、我学、我关注, “Reading and speaking ” is the main variant of “learning about” process. “Reading ” that is, students’ reading activities, “lecture ” that students say what they read and are concerned about, “research ” that is, students based on text or the depth of the classroom generated inquiry. “Reading and speaking ” that is, students “I read, I say, I study ”. When designing the teaching process of “Reading, Teaching and Researching”, I expect the students to go directly to the state of “I read, I speak, and I study” in class, and turn Chinese into a free reading class for students. Lessons and core literacy lessons. When teaching “Two Slices of Bread” by O. Henry, I optimized “I read, I say, I study” to - I read, I learned, I was concerned,