公开课需要开,更需要“磨”。小到校级,大到省级。对于执教的老师,是一种成长和历练;对于参与的老师,是一种极好的学习、借鉴的机会;对于那些刚刚步人工作岗位的青年教师,公开课的引领作用更是毋庸置疑。从教17年来,我所执教、参与、观摩的各级公开课不下百余节,收获自不必说,但收获的背后,却有些许的担忧与忐忑。因为我发现:在很多公开课的背后,越来越多地生发出一些“演”的成分,而且这种“假课”越演越烈,即便你想努力剔除它,但它还是或多或少地出现在你的课堂上,我们总有意 Open classes need to open, but also need “grinding ”. Small to school level, as large as the provincial level. For coaching teachers, is a kind of growth and experience; for participating teachers, is an excellent opportunity to learn and learn; for those young teachers who have just started work, the leading role of open class is beyond doubt. Since teaching for 17 years, I have taught, participated in, and watched at all levels of open classes with no fewer than 100 festivals. Needless to say, the gains come from the back, but there are some worries and worries. Because I found out that behind many open classes, more and more “” ingredients are spawned and this “fake lesson” gets worse, even if you want to work hard to get rid of it, but it Or more or less appear in your class, we always interested