近年来,在小学语文阅读课堂教学中,对文本进行繁琐的分析的反对声越来越多,老师们也越来越重视培养学生对文本的整体感知能力。尤其在第一课时的教学中,普遍将概括课文的主要内容作为学习字词外的重点目标。但在第二课时的教学中,往往还是习惯于精读精讲,虽然不似之前的逐字逐句讲解,但也是问题一个接一个,老师想方设法将自己的阅读感悟完整不落地全部教给学生。因为这样的意愿,结果文本的整体性又缺失了。《语文课程标 In recent years, there has been more and more objections to tedious text analysis in primary Chinese reading classrooms, and teachers are also paying more and more attention to cultivating students’ overall perception of the text. Especially in the teaching of the first class, it is generally accepted that the main content of the text should be the key target outside the learning vocabulary. But in the second class of teaching, often still accustomed to intensive reading, though not like the previous verbatim explanation, but also the problem one by one, the teacher tried to find ways to read their insights completely intact to teach students. Because of this will, the integrity of the result text is missing. "Chinese course standard