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误区之一:教案设计得好,学生就学得好有的教师认为,只要备课备得深入充分,教案写得严谨全面,那么学生就一定学得好。教案写得好,那只是备教,即是老师的想法和要求;学生学得好,那是备学。因此,如果不考虑学生的实际情况,不考虑学生的理解能力和接受能力,即使教案写得再完美,那也是徒劳。常常听到有数学老师抱怨说:“我花了那么多的时间去备课,找资料,选题目,可他们还是学不好。”这就是光想到备好课,而没有充分备学生所致。教师备课时应该根据学生的实际情况,对
One of the myths: the design of the lesson plans is good and the students learn well. Some teachers think that as long as the lessons are prepared in depth and the lesson plans are written rigorously and comprehensively, then the students will certainly learn well. Good lesson plans, it is only for teaching, that is, the teacher’s ideas and requirements; students learn well, that is preparation. Therefore, it is futile to ignore the students ’actual conditions and not to consider the students’ ability to understand and accept them. I often hear math teachers complain: “I spent so much time preparing lessons, looking for information, selecting topics, but they still did not learn well.” This is the thought of preparing lessons, but not fully prepared for students To Teacher preparation should be based on the actual situation of students, right