一 備課中的思想問題 我開始教書時,常把課本拋在一邊,另外蒐集許多不相干的材料,結果講得多,學生記不住,教學效果很不好。例如:我以前給高一講「中國古代史」,在講解「春秋戰國的學術和文化」一節中的「詩經」時,我費了整整一堂課的時間詳細地介紹了詩經産生的時代背景,並分別舉例說明「風」、「雅」、「頌」的內容和特點,還講到孔子刪詩的問題。其實後兩點都是不必講的。結果不僅影響了教學進度,還超過了同學的接受能力的範圍,以致學生反映說:「先生,您講的太深、太多,我們記不住。」當時,我不去檢查自己的 A lesson in a lesson thinking problem When I started teaching, I often put the textbook aside, in addition to collect a lot of unrelated materials, the results speak a lot, students can not remember, the teaching effect is not good. For example, I used to talk about “Ancient Chinese History” to the upper level. In explaining the Book of Songs in the section “The Academic and Cultural Studies of the Spring and Autumn and Warring States Periods”, I spent a full time in class detailing the epoch background of the Book of Songs, They also illustrate the content and characteristics of “Wind”, “Ya” and “Ode”, respectively. They also talk about Confucius’s deletion of poems. In fact, after two points are not necessary to say. The result not only affected the progress of teaching, but also exceeded the range of students’ ability to accept. As a result, students said: “Sir, you are too deep and too heavy to remember.” At that time, I did not check my own