新课程标准的核心理念强调为学生提供更广阔的思维空间和发展空间,充分发挥学生的主体作用。随着课程改革的不断深入,自主、合作、探究的学习方式也越来越多地应用于教学实践中。课堂讨论作为课堂教学的一个重要组成部分,对于教学效果起着举足轻重的作用。但是,现在一些生物课堂上的讨论,却出现了形似而神非的现象,讨论已经成为一种形式,直接影响了课堂讨论的实效性。这样的讨论具体表现为:一是讨论的主题出现偏差。在讨论时时常出现跑题现象:讨论的问题或偏离了本节课,或纠结在无价值的地方讨论,同学间争得面红耳赤,场面很难控制,这样的讨论表面看似很激烈,实际上是无效的。二是讨论的时间分配不合理。一种现象是学生讨论时间太 The core concepts of the new curriculum standards emphasize providing students with a broader space of thinking and development, give full play to the students the main role. With the continuous deepening of curriculum reform, autonomous, cooperative and exploratory learning methods are also increasingly used in teaching practice. Classroom discussion as an important part of classroom teaching plays an important role in teaching effectiveness. However, the discussion in some biological classes now appears the phenomenon of being similar in form and nature. The discussion has become a form that has a direct impact on the effectiveness of the class discussion. This discussion is specifically as follows: First, the subject of the discussion deviates. In the course of discussion, there is a constant problem with running the topic: the discussion of the problem or deviation from the class, or tangled in the discussion of worthless places, students struggled to get red, the scene is difficult to control, the discussion may seem intense on the surface, in fact Invalid. Second, the time allocation of the discussion is not reasonable. A phenomenon is that students discuss time too