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从学案的设计和使用,情景的创设和利用,探究的落实和深化,教师的点拔和评价四个方面反思“五段式”课堂教学模式的教学实践。
From the design and use of case studies, the creation and utilization of scenarios, the implementation and deepening of inquiry, the point-seeking and evaluation of teachers, the author tries to reflect on the teaching practice of “five-stage” classroom teaching mode.