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新课程倡导理想的师生关系。学生作为学习主体参与教学活动,应当在与教师相互尊重、相互合作、双向交流、平等交往中发展自己,获得成功感受及价值体验。教师则应放低身段、立足生本,营造适合师生发展的课堂生态环境,积极参与“对学”和“群学”活动。然而,当下教师课堂强势仍十分明显,影响着课堂生态系统的有效建构,消弱了课堂系统的活力和强力。一、教师课堂强势的现实表现1.强势导学,单向操控。在“先学后教”的大背
The new curriculum advocates an ideal teacher-student relationship. As a main body of learning, students participate in teaching activities. They should develop themselves, gain successful experience and value experience in mutual respect with teachers, mutual cooperation, two-way communication and equal exchanges. Teachers should lower their stature, based on the students, to create a classroom environment suitable for the development of teachers and students, and actively participate in “learning” and “group learning” activities. However, the current teacher’s classroom strength is still very obvious, affecting the effective construction of the classroom ecosystem, weakening the vitality and strength of the classroom system. First, a strong teacher’s classroom performance 1 strong guidance, one-way control. In the “first to teach after” big back