有时会听到教师之间这样的对话:“今天想去听你的课。”“哦,下次吧,今天我讲试卷。”言下之意,讲评课不便听,听了也没啥收获。而且,我们有时也会听到学生的怨言:“真枯燥,又是讲卷子。”看来,讲评课还真不好上。然而,讲评课又是每位教师都会接触到的一种课型,况且还是解决学生学习中的共性问题的最好时机。下面就结合教学实践谈一谈讲评课的一些具体做法与教学体会,旨在提升中学历史课堂教学效能。分三步走,精心备好讲评课有些老师可能认为讲评课没有什么新内容,因而也不太好好备课,往往是把试卷做一遍就走进了课堂。其实,我觉得讲评课的备课还是有其比较独特的地方,也能反映教师劳动的智慧和艰辛。认真做好试卷中的每一道题这只是非常基础的第一步,而大量工作则体现在第二步,即要充分了解学生试卷中反映的各种情况。主要做法是:在批阅试卷的基础上,做好各种情况的抽样统计工作。通常要统计的项目包括:每道题的平均得分情况,每一题型中得分最高以及得分最低的同学名单(以便讲评时让学生相互比照)。同时,还要详细记载得 Sometimes I hear such a dialogue between teachers: “Today I would like to hear your lesson. ” “Oh, next time, today I will be speaking papers.” There is nothing harvested. And, sometimes, we hear students complaining: “It’s boring and it’s a testament.” "It seems that reviews are not really good lessons. However, the review class is also a type of lesson that every teacher will come across, and it is also the best time to solve common problems in student learning. The following combination of teaching practice talk about some of the specific practices and teaching experience, designed to enhance the efficiency of secondary school history teaching. In three steps, carefully prepared to comment class Some teachers may think that there is nothing new comment class, which is not very good lesson preparation, it is often the papers to do it again into the classroom. In fact, I think the preparatory lectures in the lectures still have their own unique features. They also reflect the wisdom and hard work of teachers. Seriously do a good job in each question in the paper This is only a very basic first step, and a lot of work is reflected in the second step, that is, to fully understand the student papers reflect the various situations. The main approach is: on the basis of the examination paper, do a good job in various sampling statistics. Common items to count include: average score for each question, the highest score for each question type, and the lowest-rated list of students (for students to compare with each other when commenting). At the same time, but also detailed records too