课程改革以来,教师们在教学方式上进行了一些积极的探索,努力引导学生改变传统的以被动接受为主的学习方式,强调学生自主、合作、探究等多种学习方式,使学生的学习热情有了一定的提高,学生学的时间明显增加.但我们也发现,学生在自学、合作与探究的学习活动中,存在着形式化、模式化的倾向,致使学生的学习效率低下.具体表现在:一是学生学习目标存在模糊性;二是学生学习方式存在随意性;三是学生学习评价存在滞后性. Since the curriculum reform, teachers have made some positive exploration in teaching methods, trying their best to guide students to change the traditional passive acceptance-based learning methods, emphasizing students ’self-motivation, cooperation, inquiry and other learning methods so as to make the students’ learning enthusiasm However, we also find that there is a formalized and schematized tendency among students in self-learning, cooperation and inquiry learning activities, which leads to the low efficiency of students’ learning : First, students ambiguity in learning objectives; second, there is randomness of student learning; Third, there is lag in student learning evaluation.