长期以来,我们用一成不变的好课评价模式来看待我们的课堂:目标明确、重难点突出、方法适当、组织严密、表达清晰、气氛热烈……这些标准作为上好一节课的基本要求,又成为衡量授课教师上课质量的基本依据。各学校还出台了标准化的听课表格发给老师进行评价,根据总分的高低评价一节课的质量,或者简单地将课划分为ABCD等级。 For a long time, we have treated our classroom with a constant model of good class evaluation: clear objectives, prominent and difficult issues, appropriate methods, well-organized, clear-cut and warm atmosphere. These standards, as the basic requirements of a good class, Become the basic basis for measuring the quality of lecture teachers. The schools also issued standardized lectures to be sent to teachers for evaluation, according to the level of a total evaluation of the quality of a class, or simply class is divided into ABCD level.