没有真正读懂文本,还自以为读懂了文本——这是教师与文本对话的主要误区。笔者曾以《乡下人家》(人教版四下)为例做了问卷调查——“从哪些维度与文本对话才有助于真正读懂教材?”90%以上的教师坦诚地说“没想过这个问题”。一、读懂教材文本的建议读懂教材文本的路径也许会因人而异,但规律不会因人而变。“写什么”“怎么写”“为 Did not really read the text, but also that the text read the text - This is the main error in the dialogue between teachers and text. The author did ”Questionnaire for Rural People“ (PEP 4) as an example - ”From what dimensions and text dialogue will it help to really understand the teaching material?“ More than 90% of the teachers said frankly that ”Never thought about this problem.“ First, read the text of the text recommended reading textbook text path may vary from person to person, but the law will not change from person to person. ”Write what “ ”How to write “ ”for