一、教学实践概况2015年11月9日,笔者在西安市周至县一农村中学九年级A班和B班观摩了两节课,两位初中历史教师围绕北师大版《历史》上册第十四课“避免革命的改革”一课进行同课异构。两节课内容丰富、各有特色。观察同课异构,颇有收获,也引发了一些思考。二、基于观察的反思1.教师教学风格对学生知识掌握的影响执教的两位教师风格各异,教师甲简洁明了,点到为止。基本是通过对学生的提问来推进教学内容,并且通过学生的单独回答解决教学中的大部分问题。在教师甲的课堂上,学生活动次数多、单独回答问题人数多,分布广,学生态度积极。教师 I. Introduction to Teaching Practice On November 9, 2015, I watched two classes at Class A and Class B at the ninth grade in Zhouzhi County, Xi’an City. Two junior middle school history teachers focused on the “History” Four Lessons “Avoiding Revolutionary Reform ” Lesson Heterogeneous. Two classes rich in content, each with its own characteristics. Heterogeneous observation of the same class, quite rewarding, but also triggered some thinking. Second, based on the observation of reflection 1. Teachers teaching style of knowledge of the impact of masters of the two teachers coached different styles, teachers A simple and concise, until the point. Basically through the questioning of students to promote teaching content, and through the student’s answer to solve most of the teaching problems. In Teacher A’s class, there are more student activities, more students answering the questions individually, and more widely distributed. The students have a positive attitude. teacher