该句使用因果关系结构，明确手段与结果之间的联系。
In intensive reading, Teacher Du focused on implicit meanings in the text, such as the subtext in the foreign student's remarks, Xu Beihong's inner emotional response after being provoked, and the spiritual motivation that supported him through difficulties in learning painting. By using these unstated elements as entry points, students were guided to imagine and infer, gradually enriching the character image and achieving a deeper and more accurate understanding of the text.
For example, in the second paragraph, the foreign student says: “Mr. Xu, I know Derain values you, but don’t think that entering Derain’s studio means you can become an artist. You Chinese people, even if you study in heaven, still cannot achieve talent.” On the surface, the statement appears calm, but it is filled with prejudice and discrimination against Chinese people, which evokes strong emotions. Teacher Du used this emotional gap in the text to guide students in exploring the characters’ feelings, stimulating emotional resonance and deepening their understanding of the passage.
Throughout the lesson, students engaged in independent reading and group discussion, gradually deepening their comprehension through self-exploration. With the teacher’s guidance, they came to appreciate Xu Beihong’s dedication and perseverance in practicing art for his country, entering into a meaningful dialogue with the text.
The instructional design follows a structure of whole–part–whole, aiming to help students explore linguistic expression and textual thinking patterns, while uncovering deeper meanings within the text to achieve effective teaching. In the process of dialogue between students and the text, the teacher combined the understanding of meaning with the appreciation of language use, guiding students to experience the subtlety of language through reading, reflection, and recitation, thereby deepening classroom interaction.
在精读课文的过程中，杜老师以外国学生话语背后的含义、徐悲鸿被激怒后的内心活动，以及他在学习绘画过程中面对困难时的精神支撑等文本中未直接呈现的内容为切入点，引导学生进行联想与揣摩，逐步丰富人物形象，使学生对文章内涵形成更深层次、更准确的理解。
例如，课文第二自然段中外国学生说道：“徐先生，我知道达仰很看重你，但你别以为进了达仰的门就能当画家，你们中国人就是到天堂去深造，也成不了才。”这段话表面平静，实则充满对中国人的偏见与歧视，令人愤慨。杜老师抓住文本中的情感留白，引导学生深入体会人物情绪，从而激发情感共鸣，进一步理解课文内容。
整堂课中，学生通过自主阅读与小组讨论，在自读自悟的过程中不断深化理解。在杜老师的启发与引导下，学生体会到徐悲鸿为祖国勤学苦练的坚定精神，并与文本展开深入对话。
本课教学结构体现了整体与部分再回归整体的设计思路，旨在引导学生探究文本语言的表达方式与思维结构，深入挖掘文本的深层意蕴，从而实现有效教学。在学生与文本对话的过程中，教师将语言意义的理解与表达技巧的体会相结合，引导学生在品读、咀嚼与诵读中感受语言的精妙，使课堂对话不断深化。