《山茶花》是义务教育课程标准试验教科书鄂教版语文三年级上册第七组一篇托物言志的抒情散文。文章语言优美,描写逼真,除使读者感受到山茶花之美外,更能由此引发出更多更深的思考。下面我以《山茶花》的教学为例,谈谈“学·问”型课堂模式中六个环节在教学中的具体运用。一、预习自学,生成问题有效预习是深入探究文本的基础,为了让预习更有效,学校根据学科特点设计了“学问单”。语文学科的学问单包括问题类型、问题、解决的问题三项,其中,问题类型主要包括问课题和问内容两个方面。学生初次接触到文本时,教师一般会要求他们思考,“看到这个课题,你最想知道什么?”这种设问的方法,教 “Camellia” is a compulsory education curriculum standard test textbook Hubei Provincial Education Language Group third grade seventh volume of a volunteer lyric prose. The article is beautiful in language and vivid in description. Besides making readers feel the beauty of camellia, it can lead to more and deeper thinking. Now I take the teaching of “camellia” as an example, and talk about the concrete application of the six links in the “learning and asking” type classroom teaching. First, self-study preview, generate problems Effective preview is the basis for in-depth exploration of the text, in order to make the preview more effective, the school designed according to the characteristics of the subject “learning list ”. The Chinese subject list includes three types of questions, questions and three questions to be solved. Among them, the types of questions include asking questions and asking questions. When a student first touches the text, teachers generally ask them to think, “What do you want to know when you see this topic?”