《歌德谈话录》是一部珍贵的跨文化著作，记录了德国文学与文化伟人歌德晚年的言论与活动，承载着歌德对各种文化问题的思索、见解与智慧，保存了歌德口述的文化遗产，作者艾克曼所记录的歌德谈话往往都围绕着某一文化专题而展开，中华人民共和国教育部发布的《普通高中语文课程标准》将其列入课内外推荐阅读书目。然而，正因《歌德谈话录》的口述性、对话性、随机性、漫谈性和多文化领域性以及具体文化领域的专题性，其教学实施活动相对更为复杂不易组织，需要探索更与之适切的教学方法。

依据《歌德谈话录》的总体特点，可以采取“透视教学法”，“透视（perspective）”原本就具有“清晰地感知、清楚的察觉（clearly perceived）”的本义，“透彻理解”亦是语文课程对作为重要文化遗产学习的文本的根本教学目标。而在光学和艺术理论中，“透视”理论又产生了 “焦点透视”和“散点透视”两种“方法”，创造性借用“焦点透视”和“散点透视”两种“方法”探索《歌德谈话录》教学法，有高度的适宜性。其中“焦点透视”教学法包含对《歌德谈话录》的各种“焦点”的“问题引导法”、“图文结合感知法”、“核心理念扩展法”；“散点透视”教学法则包含对《歌德谈话录》的“自主分享散点透视”、“选题共探散点透视”、“引入支架散点透视”、“任务驱动散点透视”。在教学实践中，两类透视教学法还可融会贯通、灵活运用，如“以散点透视为基础进行焦点透视教学”、“以焦点透视为基础进行散点透视教学”、“焦点散点透视穿插融合使用”。

实施“透视教学法”，可以提升《歌德谈话录》教学成效，有助学生透彻观察阅读《歌德谈话录》，与歌德对话，感受歌德强健人格，聆听歌德智者之言。同时，“透视教学法”还可以迁移到其它的语文课文的教学实施中，可能成为培养学生理解语言、运用语言、参与交流、读懂世界、提升审美鉴赏的能力与素质的一种新的教学法。

Goethe's Conversation is a precious cross-cultural work that records the speeches and activities of the great German literary and cultural figure Goethe in his later years. It carries Goethe's thoughts, insights, and wisdom on various cultural issues, and preserves Goethe's oral cultural heritage. Goethe's Conversation recorded by author Johann Peter Eckermann often revolve around a specific cultural topic. The Curriculum Standards for Chinese Language in Ordinary High Schools issued by the Ministry of Education of the People's Republic of China includes it in recommended reading lists both in and out of class. However, due to the oral, conversational, random, rambling, multicultural, and thematic nature of Goethe's Tales, its teaching implementation activities are relatively more complex and difficult to organize, requiring exploration of more appropriate teaching methods.

Based on the overall characteristics of Goethe's Conversation, the "perspective teaching method" can be adopted. "Perspective" originally has the original meaning of "clear perception, clear perception", and "thorough understanding" is also the fundamental teaching goal of Chinese language courses for learning texts as important cultural heritage. In optics and art theory, the theory of "perspective" has given rise to two "methods": "focal perspective" and "scattered perspective". Creatively exploring the teaching method of "Goethe's Tales" through the use of these two "methods" has a high degree of suitability. The "Focus Perspective" teaching method includes the "Problem Guidance Method", "Image and Text Combination Perception Method", and "Core Concept Expansion Method" for various "focuses" of Goethe's Conversation; The teaching principle of "scattered perspective" includes "independent sharing of scattered perspective", "topic selection and co exploration of scattered perspective", "introduction of scaffolding scattered perspective", and "task driven scattered perspective" for Goethe's Conversation. In teaching practice, the two types of perspective teaching methods can also be integrated and flexibly applied, such as "using scattered perspective as the basis for focal perspective teaching", "using scattered perspective as the basis for focal perspective teaching", and "using scattered perspective as the basis for focal point interweaving and integration".
Implementing the "perspective teaching method" can improve the teaching effectiveness of Goethe's Conversation, help students observe and read Goethe's Conversation thoroughly, have conversations with Goethe, feel Goethe's strong personality, and listen to the words of Goethe's wise. Meanwhile, the perspective teaching method can also be transferred to the teaching implementation of other Chinese texts, which may become a new teaching method for cultivating students' abilities and qualities in understanding language, using language, participating in communication, understanding the world, and enhancing aesthetic appreciation.