以前,在课堂教学中流行一个提法,叫做教师讲课“讲深讲透”,以为这是提高教学质量的一个法宝。殊不知,这样以讲代练,替代了学生的思维活动,把课堂练习挤到了课外,加重了学生的课外负担。同时,因为讲过了头,也常常给后继教学带来困难。现以“万以内数的认识”一节的教学为例说明这一点。在“万以内数的认识”一节的教学中,有些老师从过去提倡的“讲深讲透”的要求出发,往往把教学要求不适当地提高到认识一万和万以内的数。教学中要求学生能够热记最初的五个数位的数位顺序,即“个、十、百、千、万”。学生对这五个数位先人为主,印象很深。教学的实践告诉我们,上述的教法是不顾后继教学的“捞青”做法。这样做,把认识万以内的四 In the past, a popular reference in classroom teaching, called teacher lectures, “speaks in depth”, thinking that this is a magic weapon to improve the quality of teaching. As everyone knows, so to speak on behalf of practice, instead of the student's thinking activities, the classroom exercises squeezed out of class, increasing the extracurricular burden on students. At the same time, because of overreaching, it is often difficult to follow-up teaching. This is illustrated by the teaching in the section called “Knowledge within One Thousand.” In the teaching of “Understanding Within One Thousand, Number One,” some teachers, starting from what they advocated in the past, often raised their teaching requirements inappropriately to the level of understanding between 10,000 and 10,000. Teaching requires students to remember the first five digits of the digital order, namely “one, ten, one hundred, one thousand, million.” Students are mainly impressed by these five digital forerunners. The practice of teaching tells us that the above teaching method is “fishing for youth” regardless of the follow-up teaching. In doing so, recognize the four within the million