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在新课程的理念下,我们努力对学生用“因材施教”“全面发展”等要求精确定位,不知不觉我们教师的眼里只剩下学生的目标,忽视了自己的方向所在。我们是否可以考虑也用类似的要求来衡量教师,是否考虑该对自己有怎样的要求,对自己的教学风格需要哪些再进一步的思考,评价一个教师又是否做到了客观和全面,如何体现了以人为本的人文精神?在对一些数学大师的教学技艺高山仰止后,在自己“自满”和“自卑”的情绪中,
Under the concept of the new curriculum, we try our best to pinpoint the students 'requirements of teaching students according to their aptitude and all-round development. All we have to do is to ignore the students' goals and neglect our own direction. Can we consider and measure teachers with similar requirements, whether we should consider what we should do for ourselves, what we need to think about our own teaching style, evaluate whether a teacher is objective and comprehensive, and how to embody people-oriented The humanistic spirit? In some math masters of teaching skills alpine, in their own “complacency ” and “inferiority ” emotions,