知识的获得是一个主动构建的过程,学习者应该是知识获得的主动参与者。预习是学生发展自主学习能力的重要途径,学生通过预习对文本有大致的了解,对存在疑惑的地方,能在课堂上与同学、老师进行交流,产生思维的碰撞。然而,很多学生并没有真正学会预习,教师布置预习任务时也没有提出具体要求,学生往往敷衍了事地读一遍课文。长此以往,预习的效果可想而知。基于上述情况,笔者结合自己的教学经验,谈谈如何引入学生有效地预习。 Acquiring knowledge is a proactive process of construction, and learners should be active participants in knowledge acquisition. Preparatory study is an important way for students to develop their own learning ability. Students have a general understanding of the text through previewing, and can communicate with their classmates and teachers in the classroom where there are doubts, resulting in a collision of thinking. However, many students did not really learn to preview, the teacher did not put forward any pre-arranged tasks to make specific requirements, students often perfunctory reading the text. Over time, the effect of preview can be imagined. Based on the above situation, the author combined his own teaching experience, talk about how to introduce students to effectively preview.