在学科教学中,我们经常会看到这样一些现象:教师明知道学生会却还要教,明知道学生需要却不去教,遇到稍复杂的问题就掰开揉碎地讲。无论是在城市学校还是农村学校,无论是在优质校还是一般校,这种漠视或低估学生认知水平的现象都广泛地存在着。在这种情况下,学生探究的权利和机会被剥夺,学生的能力自然也无法发展。 In the subject teaching, we often see such phenomena: the teacher knowing that the students will still have to teach, knowing that students need but not to teach, encountered a little complicated problems to break apart to crush. Whether it is in urban schools or rural schools, whether in quality schools or general schools, this phenomenon of ignorance or underestimation of students’ cognition is widespread. Under such circumstances, students ’exploratory rights and opportunities are deprived, and students’ abilities naturally can not be developed.