作为学生个性化的阅读体验,其在课堂上的呈现不全是精彩纷呈、童心荡漾的。对于学生充满童趣童真的话语和见解,我们理所当然不吝自己的喝彩;而当学生受自身阅历、情感、认知等因素的限制,流露出消极理解体验时,作为教师则要冷静分析,迅速作出判断,甚至要巧妙转移,促进学生思想、精神等人文理念与表达分析的和谐向上。转消极情绪为乐观向上《匆匆》教学片段:师:朱自清反复追问,时间去了哪里?在这不停的追寻中, As a student of personalized reading experience, its inaccurate presentation in the classroom is brilliant, innocence. For students full of childlike innocent words and opinions, of course, we do not hesitate to cheer; and when students are subject to their own experience, emotion, cognition and other factors, showing a negative understanding of experience, as a teacher to be calm analysis, promptly made Judgment, and even to be clever transfer, and promote students thinking, spirit and other cultural concepts and expression analysis of the harmonious upward. Turn negative emotions optimistic upward “hurry” Teaching fragment: Teacher: Zhu Ziqing repeatedly asked, where did time go? In this non-stop pursuit,