一节语文研究课后,我听到了两种截然相反的意见:一种是,这节课充分调动了学生的积极性,学生思维活跃,发表了许多独特的想法,真正成了课堂的主体,是一节好课;另一种是,学生是各抒己见了,但对这些意见并没有到位的点评,整个讨论也没有达成共识,教师的主导作用没有得到发挥,决不是一节好课。这种对同一堂课发生相左的评价,当前不是个别的现象,语文课有,其他学科也有。这反映了当前“好课”缺乏被普遍认同的评价标准。 After a Chinese language study class, I heard two diametrically opposed opinions: One is that this class has fully mobilized the enthusiasm of students, students are active in thinking, and has issued many unique ideas. It has become the main body of the classroom. A good lesson; the other is that the students are all opinionated, but these comments are not in place comments, the entire discussion did not reach a consensus, the teacher’s leading role has not been played, is by no means a good lesson. This kind of disparate evaluation of the same class is not a separate phenomenon at present, and language classes are also available in other disciplines. This reflects the current lack of universally agreed evaluation standards for “good lessons.”