说到对学习的重视,人们容易想到“先学后教”。比如有的学校将“学”放到一个先行的序列上,并将“学”放到一个重要的位置上(规定教师在课堂上只能讲几分钟)。在此模式的影响下,教师开始给予学生学习的时间了,学生开始学习了。于是,学生学习的深度大大出乎教师的意料,但这样的深度实际上常常就是教师期待的深度、预设的深度,更是测试、考试要求之下的深度。为了有分寸地体现这种深度,一些学校搞了一个很具争议性的举措——教学案,即把教师自己甚至 When it comes to the importance of learning, it is easy for people to think of “first learn after school.” For example, some schools put “study” on a preemptive sequence and put “study” on an important position (providing teachers can only speak for a few minutes in class). Under the influence of this model, teachers began to give students time to study, and students began to learn. Therefore, the depth of student learning is far beyond the expectations of teachers, but this depth is actually the depth of teachers’ expectations, the preset depth, and the depth of tests and examination requirements. In order to reflect this depth in proportions, some schools have engaged in a very controversial initiative - the teaching case, that is, the teachers themselves