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熟悉的文本、“练习—讲评—再练习”的程序化复习套路、“题海战”、“车轮战”……这些均是导致学生在复习课产生“审美疲劳”的重要因素.如此复习自然低效,甚至无效.如何提高复习课学生的有效参与度,从而真正提高复习的效率,是一个永恒的研究课题.笔者认为,只有真正激发起学生的主动复习的兴趣,让学生真正成为复习的驾驭者,变被动接受为主动探索,才能提高复习效率.要做到这一点,就我多年来的教学复习体会,归纳起来就是一个字
Familiar texts, procedural review routines such as Practice - Comment - Rehearsal, Problem Naval Battle, Wheel Warming, and so on are all responsible for causing students to produce “aesthetic fatigue” during the review class. It is an eternal research topic how to improve the effective participation of the students in the review class so as to really improve the efficiency of the review.I believe that only by really stimulating students’ interest in active review, Let the students truly become reviewers of control, passive change to take the initiative to explore, in order to improve the efficiency of review.To do this, my teaching over the years to review experience, summed up is a word