关于课堂教学如何创新,有关论述从学生角度思辨的多,言及教师层面的少;注重学生主体体现的多,剖析教师主导作用的少。谈到教师在创新教育中的作用也仅限于“角色转换”,即把自己视为教学的“组织者”而不是“操纵者”,是“带着学生走向知识”而不是“带着知识走向学生”等内容。这里可能存在一个盲点,即教育工作者作为创新教育的实践者,可能在研究时“身处庐山而不识庐山真面目”,因而教师对“自我”认识不够,妨碍了创新教育的有效实施。因此,同广大教师一起认识自我,重塑教师在课堂教学中的角色很有 On how to innovate in classroom teaching, the dissertations are more speculative from a student’s perspective and less teachers ’side; more attention is given to the students’ main body and less is the teacher’s leading role. Talking about the teacher’s role in innovation education is also limited to “role change”, that is, to think of oneself as the “organizer” rather than “manipulator” of the teaching, “taking the students toward knowledge” instead of “carrying forward the knowledge Student ”and other content. There may be a blind spot where educators, as practitioners of innovation education, may be “living in Lushan Mountain” and “ignorant of the true nature of Lushan Mountain” when they are studying. Teachers’ lack of awareness of “self” therefore hinders the effective implementation of innovative education. Therefore, with the majority of teachers recognize themselves, remodeling teachers in the classroom teaching role