教学实践中我们会发现,无论从那个视角,怎样改进教学方法,都万变不离其宗无法摆脱教材、师生和课时这三个根本课堂要素。课堂三元素相辅相成、相互递进,在此背景下教师积极参照同学们的知识经验和认知规律和学习内容特点来积极组织和指导学生学习,这样才能将学习的主体地位还给学生,诱导同学们进行自主探索和学习,以期充分利用有限的课堂时间让同学们掌握更多基础知识和技能,这还需要我们把握学生的认知时间节点 In teaching practice, we will find that no matter from that perspective, how to improve teaching methods, are fundamentally the same can not get rid of the three basic classroom elements of teaching materials, teachers and students and class hours. In the background, teachers actively refer to the students’ knowledge experience, cognitive rules and characteristics of learning content to actively organize and guide students to learn, so as to return the dominant position of learning to students and induce students Students to explore and learn independently, in order to make full use of the limited class time for students to master more basic knowledge and skills, which also requires us to grasp the students cognitive time node