一、案例背景:1.教学背景在高三诗歌阅读教学中,学生要做大量的诗歌鉴赏题,长时间机械地做题往往会感到无味,会出现审美疲劳,产生厌倦之情,课堂气氛不够活跃。学生常常只是为了做题而读诗歌,有时只是机械地记背题目的答案,对诗歌的理解不够深入,或者无法真正领略诗歌的形象美、意象美,情感美。而且学生学习往往是被动接受,学生学习的主体性不能得到充分的发挥。本案例中笔者尝 First, the case background: 1. Teaching background In the third grade poetry reading teaching, students should do a lot of poetry appreciation questions, long mechanical problems often feel boring, there will be aesthetic fatigue, boredom, the classroom atmosphere is not active enough . Students often only read poetry in order to do the questioning, sometimes they only mechanically remember the answer to the subject, they do not understand the poetry deeply, or can not really appreciate the image beauty, the image beauty and the emotion beauty in poetry. Moreover, students’ learning tends to be passive, and the subjectivity of student learning can not be fully exploited. In this case, I taste