笔者所在学校是一所农村中学,由于学生的父母常年不在身边,或父母农活较忙无暇顾及孩子的学习,或自身文化水平偏低,没有能力对学生进行有效的监督、引导、检测,使学生的课后学习成为空档。这无疑是我们实施高效课堂教学的一块绊脚石。课程标准指出:学习要体现学生的主体性,而当前农村中学的学生没有养成良好的学习习惯,自制力差,正处于感性认知的阶段,心中没有明确的学习目标。因而在新课程理念的高效课堂下,这些学生不能积极主动地 The author’s school is a rural middle school. Because the parents of the students are not around for a long time, or their parents are busy and busy with the children’s study, or their own cultural standards are low, they are not able to effectively supervise, guide, and test the students. After-school learning became a gap. This is undoubtedly a stumbling block to our effective classroom teaching. The curriculum standards point out that learning must reflect the subjectivity of students. However, students in rural middle schools do not develop good study habits and have poor self-control. They are in the stage of perceptual cognition. There is no clear learning goal in the mind. As a result, these students cannot be proactive in the efficient classroom of the new curriculum concept.