“同课异构”是一种行之有效的教研活动,它要求评课者要听出同课的“同”来,更要品出异构的“异”来,并站在理论的高度予以评说。这样,才能让上课者恍然大悟,让听课者茅塞顿开,使听课者、评课者、授课者一起提高。为此,以前的单纯质化描述已不能适应了,必须引进量化分析,把质化描述和量化分析有机地结合起来。以“盐类的水解”第一课时为例,选取两位老师的课,从课堂教学时间控制、课堂教学行为时间控制和提问的有效性进行比较、分析,从量化中认识一节课好在哪里,不足在哪里,客观、科学评价一节课。 “Heterogeneous lectures” is an effective teaching and research activity, which requires the lecturer to listen to the same class of “same” come, but also to produce heterogeneous “different And standing on the theoretical level to be commented. In this way, in order to make the class suddenly realized, so that the lecturer opened the door so that the lecturers, lecturers, lecturers to improve together. To this end, the previous description of the simplex has not adapted, we must introduce quantitative analysis, the qualitative description and quantitative analysis of organic combination. Taking the first lesson of ”Hydrolysis of Salt" as an example, we select two teachers’ lessons to compare and analyze the effectiveness of classroom teaching time control, time control of classroom teaching and questioning, and to understand a lesson from quantification Where is good, where is not enough, objective, scientific evaluation of a class.