作为教师,研究“如何教”占据了我们教学意识形态的首要位置,我们认为,教师教好了,学生自然会学好。诚然,教师有能力去创造条件引导学生学到很多,但我们可曾留意过,教师也有可能让学生一无所获。因而,我们的目光,除了落在自己的“教”上,更应投向学生的“学”上。当我们用“真正的学习发生了吗?”这一砝码去衡量和反思日常教学行为时,我们会震惊于居然有那么多的“伪学习”。 As a teacher, studying how to teach occupies an important position in our teaching ideology. In our opinion, when teachers teach well, students naturally learn well. It is true that teachers have the ability to create conditions to guide students to learn a lot, but we have noticed that teachers may also make students find nothing. Therefore, our eyes, in addition to fall on their own “teaching ” should be more on the students “learning ”. When we use the weight of “real learning?” To measure and reflect on everyday teaching behavior, we are shocked to actually have so many “pseudo-learning.”