一、教师应是学生学习的组织者传统的教学过程基本上是以教师、课堂、书本为中心,而忽略了学生的主体地位。其主要特征是:教学局限于教师的讲解式。在新的课堂教学理念下,教师应是学生学习的组织者。组织学生逐层提出研究问题,学生依据问题开展活动、观察、实验、讨论、分析、归纳;学生自己得出结论,以形成概念,获得规律。如教学“测物质密度”的内容时,课堂向学生公布研究课题:“测一长方体小铁块的密度,请你设计几种方案”,学生在课外查阅资料,进行设计并自制一些实验器材。教学开始,学生争先恐后地展 First, teachers should be the organizers of student learning The traditional teaching process is basically based on teachers, classrooms and books, while ignoring the dominant position of students. Its main feature is: teaching is limited to the teacher's explanation. Under the new concept of classroom teaching, teachers should be the organizers of student learning. Students are organized to raise research questions layer by layer. Students carry out activities, observe, experiment, discuss, analyze and summarize according to the problems. Students conclude their own conclusions so as to form concepts and obtain regularities. For example, when teaching the content of “measuring the density of matter”, the class announced the research topic to students: “To test the density of a small rectangular iron block, please design several schemes.” Students access information after class, design and make some experimental equipment. Teaching began, students vied to exhibit