笔者在平时的调研中发现,新课程改革实验中,有些青年老师在基础年级的教学时表现得很优秀,实绩也很突出,可上了高三之后,教学实绩却平平了.究其原因,问题就在于这些老师对新课程理念下高三复习的“有效性”认识不够,于是通过一段时间的教学,与同事的差距就显现出来了.下面笔者 In the usual investigation, the author found that in the new curriculum reform experiment, some young teachers performed very well in the teaching of the basic grade and their performance was very outstanding. However, after they were in the third year of high school, the teaching performance was mediocre. It is these teachers lack of understanding of the “validity” of the senior high school review under the new curriculum philosophy, so after a period of teaching, the gap with colleagues appeared.