衡阳市船山实验小学对“移动课堂”的探索实践至今已有四个年头。笔者有幸受邀担任该校“移动课堂”实施的指导者,全程了解并体验了“移动课堂”实施。相对传统课堂教学,“移动课堂”在课内外知识的积累尤其是知识体系的纵横向维度,包括同科知识的纵向联系,不同学科的横向联系以及学生对知识的把握与引领,课程实施过程中学生的安全等各方面,都对“移动课堂”课程的实施者、参与者(含教师、学生、家长等)提出了比传统课堂实施过程中更高、更全面的要求。因此加强 Hengyang Chuanshan Experimental Primary School to “Mobile Class ” exploration practice has been four years. I was fortunate enough to be invited as the school “Mobile Class ” implementation of the mentor, the whole process to understand and experience “Mobile Class ” implementation. Relative to the traditional classroom teaching, “Move Classroom ” accumulates knowledge in and out of class, especially the vertical and horizontal dimension of knowledge system, including the vertical connection of the same subject knowledge, the horizontal connection of different disciplines and the students’ grasp and guidance of knowledge, the implementation of the curriculum Students in the process of security and other aspects of the “Mobile Classroom” curriculum implementers, participants (including teachers, students, parents, etc.) put forward higher than the traditional classroom implementation process more comprehensive requirements. So to strengthen