我校已经进行了三年的“导学案”课堂操作模式,从高一到高二,一路进行艰难的“课前预习、课堂探究并展示、课堂检测、课堂小结”这样的操作模式让我感触颇多,以后的路该如何走?这的确值得深思。以下是我关于此操作模式的三次思考。一、课堂的形似与神似,哪个走在先在全国教学一线课堂操作学习“昌乐二中”“杜郎口”等“高效课堂”操作模式热潮的感染下,也为了解决本校学生学习自主性差的问题,开拓有“本校特色”的课堂模式,我校于2011年9月开始进行全面的课堂改革,不断地学习各种理论 Our school has carried out three years “guide case ” classroom operation mode, from high school to high school, all the way to difficult “pre-class preview, classroom exploration and display, classroom testing, classroom summary ” such operations Mode makes me feel a lot, the future of the road how to go? This is indeed worth pondering. Here are my three thoughts on this mode of operation. First, the classroom is similar to the shape and spirit, which take the first step in the national teaching first-line classroom learning “Changle II” “Du Lang mouth ” and so on “efficient classroom ” operating mode craze of infection, but also for Solve the problem of poor students’ autonomy in our school and open up a classroom model with “Characteristics of the School ”. Our school started a comprehensive classroom reform in September 2011, constantly studying various theories