为了在课堂上带给学生更多的启发与提升，我尝试在文本细读的基础上进行文本深读，为了实现文本深读的优化效果，我提倡建立文本深读的“快捷方式”，并在九年级做了一些尝试。文本深读即是在学情的基础上，在学生不懂或理解浅显的地方加以点拨与深究。但要找准切入口，精化简化教学过程，化教师灌输为学生主动探究归纳总结，这即建立“快捷方式”。当然文本能否深读，深读到何种程度，能否建立“快捷方式”，建立怎样的“快捷方式”，都是有前提的，需要教师结合学情，需要教师不断提升自己的文学素养，需要教师持之以恒地进行文本深读，并循序渐进。%In order to bring more enlightenments and improve-ments to students, the writer attempts to carry out deep text read-ing based on careful text reading, and in order to realize the opti-mization effect of deep text reading, the writer advocates the"shortcut" for deep text reading and makes some attempts in Grade Nine. Deep text reading means to give directions and deeply explore what students don't understand or understand su-perficially, based on students' learning situations. But the teacher should pinpoint the breakthrough point, simplify the teaching process, and transform the teacher's infiltration to students' au-tonomous inquiry, induction and summarization, namely, estab-lish the"shortcut". Of course, whether a text can be deeply read, to what extent can a text be deeply read, whether a"shortcut"can be established, and what kind of "shortcut" should be estab-lished, all have prerequisites, requiring the teacher to base on students' learning situations, constantly improve his or her own literary accomplishment, permanently carry out deep text reading and make progress gradually.
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