有些科学教师不太重视习题讲评课,认为上这种课不必像上新课一样费心备课。如果真是如此,为什么又有很多教师抱怨学生做过讲评过的题目仍一错再错呢?上习题讲评课前,到底该做些什么工作呢?本文试图就习题讲评课的备课要素与广大同行作一个粗浅的探讨。一、备学生纵观国内外大量对学生解题过程中的元认知研究,可以发现元认知能力与学生的学习能力、学业成绩有着密切的联系。元认知能力强的学生学习能力强,学业成绩好,反之亦然。从这个意义 Some science teachers don’t place much emphasis on problem-solving classes. They don’t have to worry about preparing lessons like new classes. If this is the case, why do many teachers complain that the students have made mistakes in their assessments before they make mistakes? What kind of work should be done before class exercises? This article attempts to discuss the lesson preparation lessons with the majority of peers. For a shallow discussion. First, prepare students to look at a large number of domestic and international metacognitive research process in the process of solving problems, you can find that metacognitive ability and students’ learning ability, academic performance are closely linked. Students with strong metacognitive ability have strong learning ability and good academic performance, and vice versa. From this meaning