“先学后教”的数学课上不完的原因有很多,其中教师指导不当,甚至失位是重要原因之一。教师只有加强对“上不完”的原因进行深入探析,并积极提出相应的改进对策,才能进一步优化“先学后教”的课堂教学,进而构建生本型的高效课堂。第一,导学提纲要变冗杂为精练,问题设计求“精”;第二,小组合作要变粗放为精细,分享交流求“实”;第三,展示汇报应变全面为个别,问题解决求“准”;第四,当堂检测应变量评为质评,巩固训练求“活”。 “After school to teach ” math class, there are many reasons for the endless, including improper teacher guidance, or even dislocation is one of the important reasons. Only by strengthening the analysis of the reasons why the teacher can not finish the indefinite and improving the strategies proactively can the teacher further optimize the teaching of the first undergraduate teaching and then the efficient classroom of the students. First, the guiding syllabus should become more complicated and refined, the problem design should be “fine”; secondly, the group should be extensively coined to share and seek “real”; thirdly, the overall reporting strain should be individually , Problem solving to seek “quasi ”; Fourth, when the church should be rated as quality assessment of assessment variables, to consolidate the training to seek “living ”.