一年前本刊发表的“非指示性教学”与“非预设性教学”课例在读者中引起了强烈反响。一年来我们陆续选登过一些讨论文章，今天再次关注它，是因为这种大胆打破传统教学模式的探索，触及了当前课改中老师们普遍关注而又不乏困惑的一个十分重要却远未解决的问题：到底该怎样构建以学生为中心的课堂？怎样让学生进行真正而有效的自主性学习？当老师把学习的自主权交给学生时，老师该做些什么，又怎么做？学习他人先进的东西，关键在于学其思想，而不是学其形式。同样的思想可以用不同的形式表现。字面上的纠缠对于译文来说常常是没有意义的。希望下面的文章能引发大家更深入的思考与探索。 The “non-instructive teaching” and “non-preliminary teaching” class examples published in the magazine a year ago have aroused strong reactions among readers. In the past year, we have successively selected some articles for discussion. Today, we pay attention to it again because the exploration of boldly breaking the traditional teaching model has touched on the importance of teachers in the current curriculum reform, but it is very important that there is no lack of confusion. It is far from being resolved. Question: In the end how to build a student-centered classroom? How to enable students to conduct real and effective autonomous learning? When the teacher handed over the autonomy of learning to the students, what should the teacher do and how do they do it? The key to learning the advanced things of others is to learn their ideas, not to learn their forms. The same idea can be expressed in different forms. Literacy is often meaningless for translation. I hope the following article will lead to more in-depth thinking and exploration.