语文“预热”式拓展活动教学是建立在现代课程观的基础之上，结合建构主义、多元智能和活动教学观等多种理论，针对初中学生，利用“预热”的形式，以活动为载体，把课外信息资源引入课堂进行拓展迁移的一种全新的语文教学改革尝试。 语文“预热”式拓展活动教学旨在达成乐学、会学、幸福语文的三层级目标境界。在教学中力求体现精品、实效、灵活、生成、多元等教学原则，形式多样、内容丰富而有针对性。经过实践经验的摸索和印证，初步形成“预热”式拓展活动教学的研究框架，包括游戏表演预热，激情荡趣拓展、开阔视野预热，厚积薄发拓展、技能方法预热，触类旁通拓展、语言赏析预热，感受鉴赏拓展、思辨创新预热，追本溯源拓展、综合活动预热，素养全息拓展六类，主要运用多渠道引入法进行创设。 这种语文教学形式灵活性、创造性地开发了语文课程资源，既可在自身范畴内延展迁移，亦可跨学科进行远距离拓宽。同时，又以其对教学诸要素的合成，对课堂内外、学习时空的合成体现课程教学的综合性、实践性和生活化，显示出极大优势，于延展迁移中显合成辐射之效，教学的价值与意义略见一斑。 作为“预热”式的拓展活动教学不是只关注自身的效应，而是致力于对主课从主体动力、知识积累、能力实践和思维创新以及文本过渡等方面的引发和促进，实现了课堂教学的整体性与统一性。 最后，对教学评价进行初步的研究，针对这种教学形式的误区进行反思和展望，试图探索出具有推广价值的教学模式。

Based on the modern curriculum theory, this thesis elaborates on formulating a set of methodology reforming in middle school chinese teaching: chinese pre-heated developing activity education. Combining with Multiple intelligence (MI) theory, constructivist teaching and activity teaching, this bran-new methodology reforming introduces extracurricular information and resrouces to make learning willingly, easily, happily with preheating as the form, activities as the carrier. By applying the introductory method, the discovery method, the deductive method and the inductive method, it is mainly categorized into six processes: performing games to stimulate learning interests; broadening their horizons to accumulate steadily; dilivering skills to open mind; appreciating language to promote percipient ability; speculative inovation to trace to the source; comphrehensive activity to develop the quality integratedly.This paper exhibites the advantage of pre-heated developing activity education during the chinese teaching: flexible and innovative exploitation in chinese teaching. Both intra-disciplinary and trans-disciplinary resources extension can be embodied in chinese teaching. Simultaneouslly, the integration of teaching elements and combination of the studying room in and out of the classroom indicate the comprehensiveness and praticality of class teaching that. By the way, the pre-heated developing activity education also can reflect the comprehensiveness and unity of class teaching. Finally, the reflection and prospect of the deficiency of the pre-heated activity education and the preliminary studying of the teaching evaluation help researchers to explore a propagable teaching model.