课改十余年,我们的课改经历了理论上的初探、认识、转变和实践上的学用、疑思、兼容以及全面推进,已经进入了逐渐成熟的行动层面。我们的课堂学生自学充分,但在后教环节,似乎并未把好钢用在刀刃上。现象一:回归到讲授式的后教。现象二:滑向了无引导的后教。现象三:困惑在无效中的后教。课堂体现学生主体性、自主性、能动性,是规律也是趋势,但老师作为组织、引导、参与、激发的人,如何处理后教已是一节课 In the more than ten years of curriculum reform, our curriculum reforms have experienced theoretical explorations, understandings, changes and practical applications, skepticism, compatibility, and comprehensive advancement. We have entered an increasingly mature level of action. Our students in the classroom are fully self-taught, but in the post-teaching period, it seems that we have not used good steel. Phenomenon 1: Return to lecture style. Phenomenon 2: Sliding to a non-guided post-teaching. Phenomenon 3: After the confusion in the invalid teaching. The classroom reflects the students’ subjectivity, autonomy, and initiative. It is a law and a trend. However, teachers who organize, guide, participate, and inspire people are the first to teach how to deal with after-school education.