课堂教学认知水平的高低,是由课程理念、教学设计、教学行为、学习方式和师生互动诸多因素所决定的。有研究表明,教师的教学理想和教学现实之间,往往存在很大程度的不一致性,高认知水平的教学,可以使解释性理解教学要求和探究性理解要求得以保持;低认知水平教学,却往往主观上期望的是探究性理解水平,但在不经意间,下 The level of awareness of classroom teaching is determined by many factors such as the idea of ​​the curriculum, instructional design, teaching behavior, learning styles and interaction between teachers and students. Studies have shown that there is often a large degree of inconsistency between teachers’ teaching ideals and teaching realities. Teaching at a high level of cognition can help maintain the requirements for interpretive understanding and inquiry understanding. Low cognitive level teaching , But often subjective expectations of the level of understanding of understanding, but inadvertently, under