教师不再坚持“满堂灌”的上课方式，而是把课堂还给学生，让学生成为课堂学

Teachers no longer insist on the "full class" teaching method, but return the classroom to the students so that the students become the main body of classroom learning. However, after students become the new masters of the classroom, the interaction between teachers and students presented in the classroom has not yet brought fundamental changes in the actual effect, and the teaching content of teachers is still limited to "visible book knowledge". Students' learning is still only stuck in the mechanical memory, shallow understanding and simple application of knowledge symbols. They rarely experience the joy of learning process and the joy of exploring knowledge. This kind of learning is superficial and superficial. In addition, the learning evaluation method is too single, and only focusing on the quality of learning results is also the reason for the occurrence of shallow learning and shallow teaching.

Teachers no longer adhere to the "full class" of the way of class, but to return the classroom to students, so that students become the main body of classroom learning. However, after the students become the new master of the classroom, the interaction between teachers and students has not brought about fundamental changes from the substantive effect, the teaching content of teachers is still limited to "visible book knowledge", students' learning is still only stuck in the mechanical memory of knowledge symbols and shallow understanding and simple use, rarely experience the joy of learning process and the pleasure of exploring knowledge, this kind of learning is superficial, shallow. In addition, the learning evaluation method is too single, only pay attention to the quality of learning results is also the cause of shallow learning and shallow teaching.

Teachers no longer adhere to the "full room" teaching method, but return the classroom to students, let students become the main body of classroom learning. However, after students become the new masters of the classroom, the interaction between teachers and students in the classroom has not brought fundamental changes from the actual effect. Teachers' teaching content is still limited to "visible book knowledge", and students' learning is still only in the mechanical memory, shallow understanding and simple use of knowledge symbols, rarely experiencing the fast learning process This kind of learning is superficial and superficial. In addition, the way of learning evaluation is too single, only focusing on the quality of learning results is also the cause of shallow learning and shallow teaching.<br>