【案例】在一次教研活动中听到一位老师执教《圆的面积》这一课,为了充分体现课堂是属于学生,他是这样教学的。师:关于圆的面积,大家想知道些什么?生:我想知道,是不是与以前学过的平面图形一样,圆的面积也有计算公式。师:(忙接)好,我们今天就来研究这个问题。下面请大家四人小组讨论,尝试解决这个问题。生:(一脸困惑,迟疑地拿起圆面面相觑)师:(忙启发)想想我们以前平行四 [Case] ​​In a teaching and research activities to hear a teacher coaching “round area” of this lesson, in order to fully reflect the classroom belongs to the students, he is such a teaching. Teacher: As for the area of ​​the circle, what do we want to know? Student: I wonder if it is the same as the graphic before. The area of ​​the circle is also calculated. Teacher: (busy pick) Well, we are today to study this issue. Please discuss the following four groups, try to solve this problem. Students: (a look of confusion, hesitate to pick up the round face) Teacher: (busy inspiration) Think of our previous parallel four