最近听一位老师教《石灰吟》《墨梅》两首古诗,朗读正音、理解字词、感悟诗情,整个教学过程都比较清楚,但课堂气氛始终比较沉闷,学生似乎对所学内容并不感兴趣。反思其中的原因,我发现问题出在教师制定的教学目标上。不知从什么时候起,我们教学古诗词形成了一种固定的套路。读准字音、读出节奏、理解字义、体会诗情,这样一步步教下来,似乎都差不到哪里去。但凡遇上诗词,大体都可以这么对付。然而,这样忽视文本解读、忽视年段特征、教学目标定位不准的教学活动,其有效性实在微乎其微。在苏教版教材中,《石灰吟》与《墨梅》被安排在六年 Listening to a teacher recently taught two poems: “Lime Yin” and “Mei Mei”, reading aloud, understanding words, sentiment, the whole teaching process is relatively clear, but the classroom atmosphere has always been more boring, students seem to be learning content and not interested. Reflect on the reasons, I found that the problem lies in the teaching objectives set by teachers. I do not know since when we teach ancient poetry form a fixed routine. Read quasi-phonetic, read the rhythm, understand the meaning of word, feel poetic, so step by step teach, seem to be less than where to go. Whenever encounter poetry, generally can be dealt with in this way. However, such neglect of text interpretation, ignoring the characteristics of the period, and teaching objectives are not allowed to locate the teaching activities, the effectiveness of which is negligible. In the teaching materials of the Sujiao edition, “Lime Yin” and “Mei Mei” were arranged for six years