在学习资源相对匮乏、学习渠道相对单一的昨天,学生通常是带着一本教科书在教室里面对着老师进行着学习活动。如果教师没有特地在家庭作业中布置几道相关的预习题,学生常常会对新知识处于“未知、空白”状态。可是,在社会日益重视教育,信息传输方式多样,活动领域异常广阔的今天,孩子们在日常生活中,在与父母的交流中,在与周围世界互动的过程中,都会不自觉地为将要学习的新知积累些原生状态的经验和认识。即便是对教材,他们也不像过去那样被动、 Yesterday, when learning resources were relatively scarce and learning channels were relatively simple, students often carried out learning activities in the classroom with their teachers with a textbook. If the teacher does not specifically arrange a few relevant prep exercises in homework assignments, the student often places the new knowledge in an “unknown, blank” state. However, with the increasing emphasis on education in society, the diversified modes of information transmission, and the unusually broad field of activities, children today unconsciously study for learning in their daily life, in their interactions with their parents, and in the interaction with the surrounding world The accumulation of some new knowledge of the experience of native states and awareness. Even for textbooks, they are not as passive as they used to be