学生常常会受已有知识经验的干扰,而影响对新知的学习。教育心理学视角下的教学注重从“正面强化”入手,然后再巧妙运用“变式”或“反例”加以引导辨析,从而促使形成准确的认知。最近,听了一节《平行四边形的面积》。授课教师从引导学生自主探究到讨论辨析,然后得出平行四边形面积的计算方法,使学生经历了由“破”到“立”的思维过程,设计看似巧妙,然而细细琢磨之下,总觉得这样的教学设计有些偏颇,我 Students often experience interference with existing knowledge and affect their learning. Teaching in the perspective of educational psychology focuses on starting with “positive reinforcement”, and then using “variation” or “counter-example” skillfully to guide discrimination, so as to promote the formation of accurate cognition. Recently, I have listened to the section “Areas of Parallelograms.” From the guidance of students to guide students to explore the discussion of discrimination, and then come to the method of calculating the area of ​​parallelograms, so that students have undergone a “broken” to “legislation” thinking process, the design seems clever, but pondering Under, always feel that some of the teaching design bias, I