一、案例描述笔者在石港中学任教时,在教学元曲《长亭送别》一文时,我采取小组合作、分角色朗读等形式来体味作品中人物的心理情感,以加深对作品的理解。正当各组学生已入情境、有声有色朗读的时候,有一组学生停止了朗读,正在谈笑风生,一位平时语文学习较差的男学生正眉飞色舞、滔滔不绝地“演讲”着。我非常生气,疾步走到那一组所在的位置,但我还是冷静下来,极力控制好自己的情绪,低声问那组学生为什么不朗读了。那组学生都把目光投向那位男生,我也用目 I. Description of the Case When I was teaching at Shigang High School, in the teaching of “Changting Farewell”, I used group cooperation and sub-character reading to understand the psychological emotions of the characters in the works so as to deepen the understanding of the works. As each group of students has entered the situation and is full of audio-visual reading, a group of students stopped reading aloud and talked with joy and laughter. A male student who usually has poor language learning is looking forward to his speech. I was very angry and walked quickly to the group where I was, but I still calmed down and tried to control my emotions and whispered as to why the group did not read aloud. The group of students turned their gaze on the boy, and I used it