今年,我从教恰好二十年,一路走来,职业生涯中的四个成长故事可谓刻骨铭心。故事一:一次“追求真”的尴尬1996年,我在新教师汇报课上,自创了“三维教学法”组织教学,即通过“课堂竞赛——课堂点睛——课堂提升”等三个主要环节,将整堂课划分为“学生主要活动时空、教师主要活动时空、师生多边互动时空”三个维度推进教学。由于教学效果良好,领导推荐我上一节全校性的展示课。一周后,我用同样的教学方法上了一节《对数函数》概念课,结果课堂表现不理想。评课时,教研组长问 This year, I teach just two decades, along the way, four career growth stories can be described as unforgettable. Story One: One Embarrassment of “Pursuit of Truth” In 1996, I started my own “Three-dimensional Teaching Methodology” teaching in a new teacher’s report class, that is, through “Classroom Competition - ”And other three major links, the entire lesson is divided into “ three major dimensions of the main activities of students time and space, the main activities of teachers time and space, teachers and students interact with the multi-dimensional space ”three dimensions to promote teaching. As a result of teaching is good, the leadership recommended me to a school-wide display class. A week later, I used the same teaching method to take a concept lesson of “logarithmic function”, which resulted in unsatisfactory classroom performance. Teaching class leader, teaching and research team asked