一、提出问题近年来,各种各样的优课竞赛、基本功大赛课层出不穷。这些课堂有的脱离常态课,表演成分较多,不能作为常态课的样本去推广,而且对这些课堂的教学评价,有的也会忽略课堂教学的复杂性、情境性和发展性,遮蔽教学的本真意义,压抑教师对自己教学行为的思考和解释的权利,对教师的长远发展和日常教学的改善并无益处。因此越来越多的研究者开始探讨好课的特点, First, ask questions In recent years, a wide range of excellent class competitions, basic skills contest emerge in an endless stream. Some of these classes out of the normal class, the performance of more, can not be used as a sample of normal class to promote, but also the teaching evaluation of these classes, and some will ignore the complexity of classroom teaching, situational and developmental, teaching obscure The true meaning, to suppress teachers’ thinking and interpretation of their teaching behavior is not beneficial to the long-term development of teachers and the improvement of daily teaching. Therefore, more and more researchers began to explore the characteristics of good class,