一、适合学生的教学设计审视当下教师的教学设计,很多都是根据自己已有的学科知识,参考有关资料充实自己的所知,与教材达到同一。于是,教学设计中常常出现“激趣导入、创设情境、检查预习、设置悬念……”其结果必然是教路优先,以教定学,把教师推上“先知”“先觉”的“神坛”。教师眼中只有自己做什么,而非学生做什么。这种设计理念的偏离会导致课堂失重。因此,教师首先应该考虑学生的学路,精心设计学生高效率的学路。只要把学生放在 First, the teaching design for students Looking at the current teaching design of teachers, many are based on their existing knowledge of the subject, with reference to the relevant information to enrich their own knowledge, and teaching materials to achieve the same. As a result, teaching design often appear in the “interesting import, create the situation, check the preview, set the suspense ... ” The result is inevitable is to teach priority, to teach learning, put the teacher “prophet ” “” Altar ". The teacher only what to do their own eyes, not what students do. Deviation of this design concept can lead to weightlessness in class. Therefore, teachers should first consider the student’s learning path, well-designed student learning path. Just put the students on it