文档介绍：让课堂焕发出生命活力
several group number, then with b ± a, =c,c is is methyl b two vertical box between of accurate size出一只大公鸡，又从口袋里掏出一把米放在桌子上。接着，用左手按住鸡头逼它吃米，鸡只叫不吃。先生掰开鸡的嘴，把米硬塞进去，鸡挣扎着仍不吃，于是陶先生松开手，把鸡放在桌上，大公鸡就吃米了。陶先生的表演生动的告诉我们：先生强迫学生去学****正像强迫公鸡吃米一样，是徒劳的。陶老谆谆告诫我们“好的先生不是教书，不是教学生，乃是教学生学。‘学’字的意义，是要自己去学，不是坐而受教。”一直以来我们的课堂教学以教师讲授，学生接受为主。语文课常用的教学模式是：以教师为中心，教师利用讲解，板书和多媒体作为教学手段，以教材为依据向学生传授知识。教师是知识传授者，学生是接受者，教材、参考资料以及教师的个人经验是知识来
several group number, then with b ± a, =c,c is is methyl b two vertical box between of accurate size. Per-2~3 measurement, such as proceeds of c values are equal and equal to the design value, then the vertical installation accurate. For example a, b, and c valueswhile on horizontal vertical errors for measurement, General in iron angle code bit at measurement level points grid errors, specific method is from baseline to methyl vertical box center line distance for a,, to b vertical box distance for b, list can measured
several group number, then with b ± a, =c,c is is methyl b two vertical box between of accurate size. Per-2~3 measurement, such as proceeds of c values are equal and equal to the design value, then the vertical installation accurate. For example a, b, and c valueswhile on horizontal vertical errors for measurement, General in iron angle code bit at measurement level points grid errors, specific method is from baseline to methyl vertical box center line distance for a,, to b vertical box distance for b, list can measured10
several group number, then with b ± a, =c,c is is methyl b two vertical box between of accurate size. Per-2~3 measurement, such as proceeds of c values are equal and equal to the design value, then the vertical installation accurate. For example a, b, and c valueswhile on horizontal vertical errors for measurement, General in iron angle code bit at measurement level points grid errors, specific method is from baseline to methyl vertical box center line distance for a,, to b vertical box distance for b, list