课堂作为少年儿童学习的主阵地,如何落实自主、合作、探究的要求,真正让学生成为学习的主人和课堂的主体,是建设高效课堂的本质要求,也是课堂教学改革的主要任务。“学案引领·导生导学型”课堂的尝试与实践,较好地落实了“自主、合作、探究”的课堂教学要求,为少年儿童自主学习、自由探索创造了良好环境,少年儿童开始成为课堂的真正主人。一、“学案引领·导生导学型”课堂的内涵把握“学案引领·导生导学型”课堂,就是以《学案》预设的问题和流程为线路图,由导生代替教师,组织引导课堂学习有序高效展开的一种课堂组织形式。多年的课改实践,我校总结出了 As the main front for learning children, how to fulfill the requirements of autonomy, cooperation and inquiry, to make the students become the masters of learning and the main body of the class is the essential requirement of constructing efficient classroom and the main task of classroom teaching reform. “Lessons Leading, Guiding and Guiding Type ” class try and practice, better implement the “autonomy, cooperation, inquiry ” classroom teaching requirements, for children to learn independently, free to explore to create a good environment , Children begin to become the real masters of the classroom. First, the “case study to lead the guide type” Classroom connotation to grasp “case study to lead the guide type ” classroom, is to “case” pre-set questions and processes for the road map, By the guide instead of the teacher, the organization guides the classroom to learn in an orderly and efficient manner a classroom organization. Years of curriculum reform practice, my school summed up