有位老师最近上了一堂研究课,力图在革新教法方面作些尝试。课前,他作了充分准备。不料,上课时,学生对教师革新教法的苦心竟一点也不理解,坐在那里呆若木鸡。课前准备好的内容,他只讲了一半,下课铃就响了。这位老师只好悻悻然离开了教室。且不说这堂课究竟备得如何,讲得如何,一个明显的问题是,这位老师没有把改进教法和指导学生改进学法结合起来考虑。早在二千多年前,我国古代教育著作《学记》里就说过:“善学者师逸而功倍,不善学者师勤而功半。”老师讲授的“逸”与“勤”,教学效果的“倍”与“半”,取决于学生的“善学”与否。可见对学生学习 A teacher recently took a research class and tried to make some innovations in teaching methods. Before class, he made full preparations. Unexpectedly, in class, students do not understand the painstaking efforts of teachers to reform their teaching methods. He had only talked about the content prepared before class and the bell rang The teacher left the classroom overnight. Not to mention how the lesson is prepared and how it is uttered. One obvious problem is that the teacher did not consider improving teaching methods and guiding students to improve their studies. As early as two thousand years ago, the ancient Chinese educational book “Xue Ji” said: “The good scholar Shiyi works more efficiently and the scholar fails to work hard and diligently.” The “Yat” and “diligence” taught by the teacher, Teaching effect of “times” and “half”, depending on the students “good learning” or not. Visible to students