作为一名语文老师,我曾耳闻目睹我校一名数学特级教师的一节数学复习课的“磨课”过程。为了准备这节课,她做了很多准备工作:发放了学习情况调查表,了解学生知识掌握情况;精心摘录梳理了本单元学生出现的各种错误;与部分学生倾心交谈,了解他们学习上的难点和兴趣点; As a language teacher, I have heard and heard of a math class teacher in our school. In preparation for the class, she did a lot of preparatory work: distributed a learning situation questionnaire to understand the students’ knowledge and mastery; elaborately combed the various mistakes made by students in this module; talked with some students and learned about their learning Difficulties and points of interest;