落实“以学论教,少教多学”是有前提和基础的。抛开教育对象的实际情况,不在研究学生、读懂学生上下工夫,即使花再大的气力构建教学模式、寻求新的方法,其结果也可想而知。教学是再建构、再创造的过程,作为主体的学生是最具创造力和发展潜力的群体、落实“以学论教,少教多学”必须关注学生已有的知识基础、学习能力、兴趣爱好、生活经验、问题困惑等。从学情出发开展的教学才是有质量的教学。实践表明,“研究学生,读懂学生”是落实学生主体地位的基本保证和基础,是“以学论教,少教多学”的必做功课。本期我们继续“以学论教,少教多学”话题的讨论,本刊特邀对“研究学生,读懂学生”有着深入思考、进行过研究的专家、教研员、教师与您一起交流探讨,以期时“研究学生,读懂学生”有一个更全面、更深入的理解与把握。 Implementation “to teach theory, less to teach more” is a prerequisite and basis. Regardless of the actual situation of the target group, students are not studying the students and reading the students’ efforts. Even if they spend more time trying to construct a new teaching model and seek new methods, the results can be imagined. Teaching is the process of re-construction and re-creation. As the main body, students are the groups with the most creativity and potential for development. Implementation of “learning by theory and teaching by less” must pay attention to students’ existing knowledge base and learning ability , Hobbies, life experience, problems confused and so on. Teaching from the start of learning is a quality of teaching. Practice shows that “studying students and reading students” is the basic guarantee and basis for implementing students’ main body status, and it is necessary to do homework in order to “teach by theory and teach by less”. In this issue, we continue with the discussion on the topics of “learning by theory and teaching by less”, and we have invited experts, researchers and teachers who have studied and researched “studying students and students ” Exchange and discuss with you so as to have a more comprehensive and deeper understanding and grasping of “studying students and reading students”.