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随着新课程改革的不断深入,我们的热情也逐渐回归理性。由于广大的新课程践行者们对新课程理念理解还不到位,教学中不乏一些形式化、绝对化的做法,这有悖于课程改革的初衷。在课堂教学过程中,片面地强调学生主体性、忽略教师主导性的现象日趋严重,如排斥讲解、放弃调控、迁就偏执等不断出现,从而导致我们的课堂出现了一些不和谐的音符。
With the continuous deepening of the new curriculum reform, our enthusiasm has gradually returned to rationality. As a large number of new curriculum practitioners do not yet understand the concept of a new curriculum, there is no shortage of formalization and absolute practice in teaching, which runs counter to the original intention of the curriculum reform. In the process of classroom teaching, one-sided emphasis on student subjectivity, neglect of teacher-led phenomenon is increasingly serious, such as exclusion of explanations, to give up control, relocation of paranoid and so on continue to emerge, leading to some discordant notes in our classroom.