课堂教学改革已经很多年了,各地也涌现了很多不同特色的教学方式。无论是杜郎口中学的“三三六”教学模式、洋思中学的“先学后教,当堂训练”教学模式、即墨二十八中学“和谐互助”型课堂教学模式,还是从大洋彼岸飘来的“翻转课堂”教学模式,它们的实质就是通过教师教学方式的转变,引导学生学习方式的转变,从而实现学生自主学习。这一点也正是长春市朝阳区“学科生命教育”理念所提倡的。笔者作为“学科生命教育” Classroom teaching reform has been for many years, many different kinds of teaching methods emerge in many places. Whether it is Du Lang Kou high school “three three six ” teaching mode, Yang Sisu “learning first, after church training ” teaching mode, Jimo twenty-eighth “harmonious mutual aid ” type of classroom teaching Mode, or from the other side of the ocean floated “flip classroom ” teaching mode, their essence is to change the way of teaching teachers to guide the students to learn the way of change in order to achieve student learning. This is exactly what Chaoyang District, Changchun City, “subject life education” concept advocated. The author as “discipline life education”