在市里的一次课堂教学研究活动中,两位教师都选择了“解决问题的策略———替换”一课,虽然选择了同一课题,但两人的导入部分就截然不同,我觉得这无疑是进行比较研究的极好案例。当然,笔者无意站在评判者的角度来分析比较两种导入孰优孰劣,但是,通过对两者的比较,我们或许能更清晰地认识到,如何在实际的教学中把握学生的认知起点,以及学生的认知起点在哪里。 In a classroom teaching and research activity in the city, both teachers chose the “Problem-Solving-Replacement” course. Although the same topic was chosen, the two imported parts were quite different. I think This is undoubtedly an excellent example of a comparative study. Of course, I do not intend to analyze and compare the merits of the two importers from the perspective of the judge. However, by comparing the two, we may be able to recognize more clearly how to grasp the students’ cognition in the actual teaching The starting point, as well as students’ cognitive starting point.