“研学后教”是我们番禺区当前正在实施的课堂教学模式。在“研学后教”的课堂教学中,学生以研学案为文本,通过自主、合作、探究学习掌握课本知识。“研学后教”更加突出学生的主体地位,更加注重学生的全面发展。然而,在当前的“研学后教”课堂教学中,许多教师还是用传统的教学方法,注重后教,忽视学生的自主合作探究过程,上课只是执行研学案的过程。基于“研学后教”的要求和上述的认识,笔者认为,“研学后教”课堂教学要凸显学生的主体地位,重视学生的研学过程,培养学生的研学意识。“研学后教”的“研学”是“后教”的前提和基础。“研学”包括教 “After-school teaching ” is currently our classroom teaching model in Panyu District. In the “post-graduate teaching” classroom teaching, students to study the case as a text, through independent, cooperative and inquiry learning to master the textbook knowledge. “After-school teaching ” more prominent student’s dominant position, pay more attention to the students’ all-round development. However, in the current “post-graduate teaching” classroom teaching, many teachers use the traditional teaching methods to focus on post-teaching and ignoring students’ cooperative exploration process. Based on the requirements of “post-graduate teaching” and the above understanding, the author believes that “post-teaching” “classroom teaching” should highlight the students’ dominant position, attach importance to students’ research process, and cultivate students’ research consciousness. “Post-graduate teaching ” “research ” is “post-teaching ” on the premise and foundation. “Research ” includes teaching