在初中语文阅读教学中,有的学生对文本的理解往往停留在表面,无法深入理解文本的内涵。对此,笔者认为,教师可以依据学生能力的不同,采用分层的方式开展阅读教学活动,将鉴赏、质疑、创新作为阅读教学的三个层次,从而提高学生的听说读写能力,促进阅读教学的开展。一、鉴赏,披文入情文学理论家刘勰在《文心雕龙》中指 In junior high school Chinese reading teaching, some students tend to understand the text on the surface, unable to understand the meaning of the text. In this regard, I believe that teachers can be based on the different abilities of students in a hierarchical manner to carry out reading and teaching activities, appreciation, questioning and innovation as the three levels of reading teaching, thereby enhancing students’ listening, speaking, reading and writing ability to promote reading Teaching to carry out. First, the appreciation, the philistine literary theorist Liu Xie in the “Wen Xin Diao Long” middle finger