教师要本着以学定教的思想,并关注教学各种因素的变化及时采取应对措施,促成教学模式的科学转型。作为学生学习的合作者、引导者、参与者,教师需遵循“出于法而不泥于法”的原则,演绎课堂张力,激发创新潜能。在课堂转型中力求动态把握分层教学,倡导共研合作,构建探究型的生命课堂。 Teachers should take measures to learn to teach, and pay attention to changes in teaching a variety of factors to take timely response measures to promote the scientific transformation of teaching mode. As a collaborator of student learning, guiders, participants and teachers should follow the principle of “law but not law” to deduce classroom tension and stimulate innovation potential. In the classroom transformation, we should strive to grasp the teaching in different levels dynamically, advocate the joint research and construct the inquiry life class.