汉语是“语用优先”的语言。在阅读教学中常用的“教师提问,学生回答”的训练方式,有一定的弊端:一个问题不可能让每个学生都来回答,所以无法给每个学生平等的训练机会,且可能使部分学生游离与课堂之外:而不用思考。而当给出问题后,要求学生围绕问题进行精短语段的写作训练,则可以兼顾全体,使每个学生都得到语言表达的训练。在教学实践中,应引导学生用微型写作丰富文句,用微型写作再现体验,用微型写作鉴赏语段,用微型写作把握全文,有效地兼顾全体,落实语言训练,提高阅读训练的效率。 Chinese is a “pragmatic priority” language. In reading teaching commonly used “teacher questioning, student answer ” training methods, there are some drawbacks: a problem can not allow each student to answer, it can not give each student equal training opportunities, and may make Some students are free and out of class: without thinking. When the problem is given, students are required to practice the writing of the short sentences around the issue, so that the whole body can be reconciled so that each student can be trained in language expression. In teaching practice, students should be encouraged to enrich their sentences with miniature writing, to reproduce the experience with miniature writing, to appreciate the segments with miniature writing, to grasp the full text with miniature writing, to effectively balance the whole, to implement language training and to improve the efficiency of reading training.