1问题提出的背景随着新一轮课改热潮的兴起,作为一种教学模式的“导学案”似乎成了一线中小学教师使用频率最高的词语.这种教学模式遵循着“先学后教”的理念,即当学生处于相对独立和基本独立的学习阶段,具有一定的独立学习能力的时候,必须先学后教.比较典型的模式有:“先学后教,当堂训练”(洋思模式)、“三三六”自主学习(杜郎口模式)、“学案教学法”(金华模式)以及“讲学稿”(东庐模式)等.但是在“导学案”的模式下,学生探究的针对性和实效性都存在问题.例如有的学生在课堂上将“导学案”当成自己的拐杖,只顺着老师所指的方向进行 PROBLEMS PROPOSED BY THE PROBLEM With the rise of a new round of curriculum reform, the “guide case” as a teaching mode seems to have become the most frequently used term for primary and secondary school teachers.This teaching mode follows the principle of “ First to teach after ”philosophy, that is, when students are relatively independent and basically independent of the learning phase, have a certain degree of independent learning ability, you must first learn after teaching.More typical patterns are: “ When the church training ”(Yang thinking mode),“ three three six ”self-study (Du Lang mouth mode), “ case teaching method ”(Jinhua mode) and“ lecture ” ), Etc. However, under the mode of “Guiding Case Study”, students have pointedly pointed out the problems of effectiveness and pertinence. For example, some students use “Guiding Case” as their crutches in class, The direction of the teacher’s direction