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对于高考备考,对于教学研究,不少老师往往习惯于采用自上而下的办法。殊不知这种办法有时虽然看上去研究很到位、教学很卖力,但结果总是不能令人满意。为什么呢?本刊特约研究员李付堂老师认为,主要由于我们的作法过于想当然,忽视了学生,忽视了学情,没有从学生的视角看问题、定策略、找办法,因而也就难以免去事倍功半的遗憾。他的这篇文章,就是用“学生视角”进行研究的尝试。正如他所认为的那样,借助这一视角能够发现新的问题,找到更好的教学策略。本刊刊发此文,其实还有另外一种意思,那就是企盼广大同仁都能够更多地走“自下而上”之路,用敏锐的“学生视角”来反思、改进自己的教学与教学研究,求得更多的创造性、更高的针对性、更好的有效性。
For the college entrance examination preparation, for teaching research, many teachers are often accustomed to using a top-down approach. As everyone knows, this method sometimes seems to be in place and teaching is very hard, but the result is always unsatisfactory. Why? The special researcher of the magazine, Li Futang, believes that this is mainly due to the fact that our approach is taken for granted, neglecting students, ignoring the academic situation, failing to look at the problem from the student’s point of view, setting strategies, and finding ways to overcome difficulties. regret. His article is an attempt to use “student perspective” to conduct research. As he believes, using this perspective can discover new problems and find better teaching strategies. The publication of this article in this journal actually has another meaning, that is, it is hoped that the majority of my colleagues will be able to follow the “bottom-up” approach more, and use reflective “students’ perspectives” to reflect on and improve their own teaching. Teaching and research, seeking more creativity, higher pertinence, and better effectiveness.