古诗词教学,是一种高雅的精神活动,对全面提升学生素养和传承民族文化有着独特的使命。审视当前中学古诗词教学现状,不难发现,业界流行的方法多、思路多,但教学效果都不明显。鉴于此,本文以微探究教学理念为指导,谈谈古诗词教学的三“微”目标,以求教于方家。目标一:“微问题”激活学生思维笔者常去一线听课,而听课的感觉多半如此:教师提问太多、太烦琐,提问多流于形式,超出学生的认知水平;古诗词教学的课堂提问尤其堪忧,优美的诗歌在课堂上被糟蹋、被肢解,毫无诗意与趣味可言。我们主张的微探究教学要求聚焦于某一范围内的“微问题”能透过现象抓住本质,透过局部看整体,从偶然的背后 The teaching of ancient poetry is an elegant spiritual activity, which has a unique mission to enhance students' accomplishment and inherit national culture in an all-round way. Examining the current situation of teaching of ancient poetry in middle schools, it is not difficult to find that there are many popular methods and ideas in the industry, but the teaching effects are not obvious. In view of this, this article is based on the concept of micro-exploration of teaching, to talk about the three “micro ” goal of ancient poetry teaching, in order to learn from the Fang family. Goal 1: “micro-question ” to activate student thinking I often go to frontline lectures, and lectures are mostly so: teachers ask too much, too cumbersome, more questions in the form, beyond the cognitive level of students; ancient poetry teaching Classroom questions are particularly worrisome, beautiful poetry in the classroom was ruined, mutilated, no poetic and fun at all. The micro-inquiry teaching that we advocate focuses on a certain range of “micro-problems” that can grasp the essence through phenomena, see the whole from the partial, from the accidental back