以“导学案”为载体,学生自主探究为主旨的教学改革试验已经在我校全面推开。教改后,课堂发生了惊人的变化:课堂上老师讲得少了,学生讲得多了;学生的思维活了,问的问题多了,解决问题的方法多了,学生的视野开阔了,真正把学生放到了主体地位。一段时间的试验,让我切实体会了:“给学生一个机会,学生还老师一个惊喜”这句话的含义。但是,对教师提出了更高的要求,如何编写高质量的导学案和很好的使用导学案,而其中 To “guide case” as the carrier, the independent research of students as the main teaching reform experiment has been fully opened in our school. After the reform, the classroom has undergone astonishing changes: the teacher did not speak much in the class and the students talked a lot; the student’s thinking was alive and he asked many questions; the methods for solving the problems were numerous; the students’ vision was widened; the real Put the students in the main position. A period of experimentation made me really understand the meaning of the phrase “give students a chance, a surprise for students and teachers.” However, teachers are put forward higher requirements, how to write high-quality guide cases and good use of guide cases, of which