“前置性学习”是新课程改革的重要成果,积极实施前置性学习是教师思想观念得以切实转变的标志,也是相信学生、尊重学生、落实“以生为本”思想的具体体现。在研究中我们也发现,由于认识的差异和理解的偏误,导致教学行为的变异,使得前置性学习未能达到应有的效果,有的还带来一定的消极影响。一、前置性学习存在的误区在前置性学习单上,一般都设置了统一的学习目标和要求,学习内容也完全相同,从根本上忽视了学生的差异性 Pre-emptive learning is an important achievement of the new curriculum reform. Actively implementing the pre-requisite learning is a sign of the effective transformation of teachers’ ideas and beliefs, as well as students, respecting students, implementing the idea of ​​taking students as their own Specific embodiment. In the study, we also found that due to the difference of understanding and the misunderstanding of understanding, the variation of teaching behavior leads to the failure of pre-learning to achieve the desired effect and some negative effects. First, the pre-learning errors exist On the pre-learning single, generally have set a unified learning objectives and requirements, learning content is exactly the same, fundamentally ignored the differences between students