学生通过课前预习导学单先学,他们看似对所学内容已有所知,甚至会简单应用结论解决简单问题。而事实上,限于小学生的认知水平,他们预习先学后未必就已经清清楚楚、明明白白,先学的过程或许是“囫囵吞枣”式的不细致,或许是“走马观花”式的不全面、或许是“蜻蜓点水”式的不深入。那么,在学生先学的课堂中,教师的教该放在哪里,教师的教该在哪里介入才能使学生的学更富有生长力呢?一、在学生思维单一处深入 Students pre-class tutorial through a single study, they seem to have learned what they have learned, and even simple to apply conclusions to solve simple problems. In fact, limited to the cognitive level of primary school students, they may not have been pre-learning after learning is clear, plainly, the process of learning may be “swaddling” style is not meticulous, perhaps “Type of incomplete, perhaps ” superficial " is not in-depth. So, students in the first class classroom, where the teaching of teachers put where the teacher’s teachings where to intervene in order to enable students to learn more full of growth force? First, the student thinking a single place