最近,有许多专家学者提出了“后课改”时代这一新概念,对于这个概念的提法是否贴切,可能有较大的争议。我认为,争议不在这种概念的界定上,而在于课改目前基本现状的存在过程。假设我们已进入“后课改”时代,后续的问题仍然很多,需要理论上求同,方法上求异,实验上求变。对此,我有以下三点建议:一、强化理论认同对课改的思想理念,不论是理论研究者还是实践工作者,都应从不同的角度进行探索。一是强调为学而教,在教学改革过程中,对教师如何教的问题众说纷纭,有人主张少教,有人提出0+40分钟不教。教是教师的天职,但不是为了教而教,而是为了学而教,要教给学生做人的思想,做事的本领,不但要使学生学会,更重要的是教学生会学。教师既不该少教,也不能多 Recently, many experts and scholars have proposed a new concept of “after-class reform” era. There may be more controversy about whether the concept is properly formulated. In my opinion, the controversy is not in the definition of this concept, but rather the course of the current status quo of curriculum reform. Suppose that we have entered the era of “post-curriculum reform.” There are still many follow-up problems that need to be solved theoretically, methodically and experimentally. In this regard, I have the following three suggestions: First, to strengthen the theoretical understanding of the concept of curriculum reform, both theoretical researchers and practitioners should explore from different angles. One is to emphasize learning for the sake of learning. In the process of teaching reform, there are many opinions on how to teach teachers. Some advocate less education. Some people say that 0 + 40 minutes are not taught. Teaching is the vocation of teachers, but not for teaching, but for learning and teaching, to teach students the thought of doing things, work skills, not only to enable students to learn, more importantly, teach students to learn. Teachers should neither less nor too much