其一,中评不中用。在优质课评比中,常常会出现这种现象,一节课听下来,如果根据评课的指标去评这节课,用一一对应的方式可以罗列出诸如“教学目标明确”、“教程安排合理”、“提问精简恰当”、“适时运用教学媒体”、“渗透学法指导”、注重能力培养”、板书精当美观”、教态亲 First, the review is not useful. In high-quality assessments, this phenomenon often occurs. After a lesson is heard, if the class is evaluated according to the evaluation criteria, a one-to-one correspondence can be used to list such things as “a clear teaching goal” and “a tutorial. Arrangements are reasonable, “Questioning is streamlined and appropriate,” “Appropriate use of teaching media,” “Infiltration teaching methods,” emphasis on ability development, “Bright-sellers are beautiful”, and teaching