学生如何学、教师怎么教,是教学变革的永恒命题。对此,一种基本共识已经逐步形成:有效的教学活动,既要走出“口口相传”的灌输式路径,突出主体参与,也要杜绝“纸上谈兵”的空洞化样貌,强调意义体验。基于这样的理念背景,很多教师开始关注“学习材料”(以下简称“材料”)的优化设计和合理运用的问题。显然,材料作为课堂现场的重要资源,能为主体参与提供空间,可让意义体验落到实处,进而促成教学目标的圆满达成。在课程改革进入“深水区”的当下,作为一名 How to learn students, teachers how to teach is the eternal proposition of teaching reform. In this regard, a basic consensus has been gradually formed: effective teaching activities, we must go out of “word of mouth ” instillation path, highlighting the main participants, but also put an end to the Meaning of experience. Based on this concept background, many teachers are beginning to pay attention to the issue of the optimal design and rational use of “learning materials” (hereinafter referred to as “materials”). Obviously, materials, as an important resource in the classroom scene, can provide space for the participation of the subject, allowing the meaningful experience to be implemented and thus achieving the successful completion of the teaching objectives. In the course of curriculum reform into “deep water ” the moment, as one