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课堂教学的过程,是师生共同参与、相互作用的一个复杂的双边活动过程。因此,在设计课堂教学的过程中,不能只考虑教师的活动,不考虑学生的活动,应该考虑师生如何进行双边活动,既发挥教师的主导作用——讲授、启发、提问、示范、辅导、检查、督促,又发挥学生的主体作用——学习的主观能动性。只有当教师的活动,能引起学生相应的“共振”活动时,师生才能相互配合取得所期望的教学效果。
The process of classroom teaching is a complicated process of bilateral activities in which teachers and students participate together and interact with each other. Therefore, in the process of designing classroom teaching, we should not only consider the activities of teachers, but also consider the activities of teachers and students. We should consider both the teachers and students' bilateral activities, which not only play the leading role of teachers - teaching, inspiring, asking questions, demonstrating, Inspect, supervise, and give full play to the student's main role - the subjective initiative of learning. Only when the activities of teachers can arouse the corresponding “resonance” activities of students can teachers and students cooperate with each other to achieve the desired teaching effect.