学习起点就是学生在已经掌握的原有知识和经验技能的基础上进行新知识的学习,逻辑起点和现实起点是学习起点的重要组成部分。教师的教学预设只有准确掌握好学习起点,才能够实现跟学生在继续学习新知上的沟通,才能够保证教师的教学设计和学生的学习能力相吻合,进而优化课堂教学,促进学生的发展。因此在共融课堂中进行学习起点的研究具有鲜明的现实意义。为此,学校做了如下方面的实践:以学习为抓手,努力转变教师的教育观念 The starting point of learning is that students should learn new knowledge on the basis of the existing knowledge and experiential skills they have acquired. Logical and practical starting points are an important part of the learning starting point. Teachers’ teaching precondition can only be achieved if they have a good grasp of the starting point of learning so as to ensure that the teaching design of teachers matches the learning abilities of students so as to optimize classroom teaching and promote the development of students. Therefore, it is of great realistic significance to study the starting point of learning in the inclusive classroom. To this end, the school has done the following aspects of practice: to learn as a starting point, and strive to change the teacher’s educational concept