多数时候教师们普遍认为讲评课是在学生练习或考试之后,教师从学生做题中获取反馈信息,从而对学生存在的知识缺陷进行矫正教学的一种课型。因而在讲评课中往往存在两种误区:一种是重知识轻能力的讲授,把讲评课上成了特殊的复习课。另一种是知识与能力并重却忽视学生非智力因素,把讲评课上成了毫无生气的习题课。笔者认为好的讲评课不单是教师引导学生对已经学过的知识进行矫正、巩固、充实、完善和深化,更重要的是教师通过对学生进行解题方法、解题思路、解题能力的分析探讨培养,使学生能够对自己前一阶段的学习形成一个比较正确的评估,能够在与同学和教师的互动中收获一种良性的评价信息。 Most of the time, teachers generally think that lectures are a kind of lectures that teachers can obtain feedback information from students ’questions after students practice or test to correct the deficiencies of students’ knowledge. Therefore, there are often two misunderstandings in the lectures: one is lecturing on knowledge and light abilities, and the lecture on reviewing becomes a special review class. The other is both knowledge and ability but ignore the non-intelligence factors of students, the assessment class has become life-long exercise class. The author thinks that good commentary class is not only a teacher to guide students to correct, consolidate, enrich, perfect and deepen the knowledge that has been learned, but more importantly, teachers through the analysis of students’ problem solving methods, problem solving ideas and problem solving skills Explore and cultivate so that students can form a more correct assessment of their previous learning and gain a benign evaluation message in the interaction with their classmates and teachers.