新课程改革实施以来,大多数教师的课堂教学都已贯彻了新课改理念,但一些教师对新课程的精髓还没有真正理解, 在教育教学中还存在较为严重的形式主义,其中,课堂教学的形式化就是新课改的一大误区。一是只图课堂气氛活跃,忽视基本知识和基本技能的培养和训练。有的教师认为新课程强调“三维目标”,“双基”就无关紧要了。因此,在课堂教学中,主要精力用在了如何让课堂气氛“热闹”上。于是,在语文课上,不论课文是小说还是诗歌,不论是议论文还是说明文,都组织学生分组讨论,比赛朗读课文,而最重要的语言学习却丝毫没有涉及。课后进行测试,学生竟然连课文的生字生词都不会写,连最基本的词语都不会解释。类似的情况也出现在政治、历史等学科的课堂教学中。 Since the implementation of the new curriculum reform, most teachers’ classroom teaching has implemented the idea of ​​a new curriculum reform. However, some teachers have not really understood the essence of the new curriculum. There are still more serious formalisms in education and teaching. Among them, classroom teaching Formalization is a major misunderstanding of the new curriculum reform. First, only the atmosphere of the classroom is active, and the cultivation and training of basic knowledge and basic skills are neglected. Some teachers believe that the new curriculum emphasizes “three-dimensional goals,” and “dual-base” is irrelevant. Therefore, in classroom teaching, the main focus is on how to make the classroom atmosphere “lively.” Thus, in the language class, whether the text is a novel or a poem, whether it is an argumentative or expository text, students are organized to discuss in groups and the text is read aloud in the competition. However, the most important language learning is not involved at all. After the test, students could not even write words in the text. Even the most basic words would not be explained. Similar situations also appear in the classroom teaching of politics, history and other disciplines.