一、问题的提出传统教学观认为课堂教学是遵循预先设计的程序和步骤,最终实现预期效果的过程,它仅仅是一种客观传递知识的过程。这种观点至今束缚着部分教师和学生的发展。而新一轮的课程标准提出了“一个核心”“三个维度”“五个领域”“两种课程”的教育理 First, the question put forward The traditional view of teaching that classroom teaching is to follow pre-designed procedures and steps, and ultimately achieve the desired effect of the process, it is only an objective process of passing knowledge. This view has so far hindered the development of some teachers and students. The new round of curriculum standards put forward the education theory of “one core”, “three dimensions”, “five fields” and “two courses”