随着课程改革的推进,教师和学生在教学关系上产生了可喜的变化,特别是教师的教学观念和教学方法更是推陈出新。笔者作为边远山区教师进修学校一名教师,通过一年多的教学实践和教研活动,深刻感悟到有些教师忽视了新课程教学中应注意的误区。一、把探究性问题变为连串性的问答新课程教学改变过去学生依赖教师而被动学习的状态,它是在教师的启发和引导下,充分发挥学生学习的自主性,让他们在学习过程中学会学习,其形式通常以小组合作方式对问题展开探讨,让其在争辩中分析问题和解决问题,从而培养学生语文创新精神和实践能力。在边远落后的山区,有的教师面对语文基础薄弱的学生,没有关注其个体差异和不同的学习需求,没有激发其主动意识和进取精神,不善于抓住恰当而有价值 With the progress of the curriculum reform, teachers and students have made gratifying changes in their teaching relations. In particular, teachers’ teaching concepts and teaching methods are more innovative. As a teacher in the remote mountain teacher training school, through more than a year of teaching practice and teaching and research activities, I deeply realized that some teachers have neglected the misunderstandings that should be paid attention to in the new curriculum teaching. First, the inquiry into a series of questions and answers New curriculum to change the past students rely on teachers and passive learning state, it is under the guidance and inspiration of teachers, give full play to the autonomy of students to learn, so that they in the learning process Secondary schools learn in the form of group cooperation, usually in the form of discussion on the issue, let them analyze and solve problems in the debate, so as to cultivate students’ innovative spirit and practical ability. In the remote and backward mountainous areas, some teachers face the students with weak foundation of Chinese culture, failing to pay attention to their individual differences and different learning needs, failing to inspire their sense of initiative and enterprising spirit, and not good at seizing the appropriate and valuable