“双自主四环节”课堂教学就是要通过诱思导学:创设情境,激活学生学习动机;自主研学:鼓励学生探索,尝试自学,通过独学、对学、组内群学等方式协作学习;讨论展示:通过学生回答,教师引导,师生共同提炼归纳,促使学生融会贯通;通过学生自学,学生讲,组内交流,质疑探究等练习,提高学生能力。检测小结:通过多形式、多层次的开放性习题训练,发展学生思维的灵活性、变通性和独特性。变过去的教师讲、学生听为学生学、教师导,学生是学习的主体,教师为主体服务,有利于学生自主学习意识的培养和自学能力的提高。 “Dual autonomous four links ” classroom teaching is to induce learning through inducement: create context, activate student learning motivation; independent research: to encourage students to explore, try self-study, through single school, learning, group learning, etc. collaborative learning ; Discussion and demonstration: through student responses, teachers guide, teachers and students together to extract induction, to promote student mastery; through student self-learning, students speak, exchange within the group, questioning and other exercises to improve students’ abilities. Test Summary: Through the multi-form, multi-level open exercise training, development of student thinking flexibility, flexibility and uniqueness. Change the past teachers, students listen to students, teachers, students are the main body of learning, teachers serve the main body is conducive to the cultivation of self-learning awareness and self-improvement.