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“动态生成”是新课程标准倡导的一个重要理念。在今天的数学课堂中,“生成”强调的是主体能动性,强调思考的过程性和富有个性的建构。课堂教学具有极强的现场性,再高明的老师,再充分的预设,也不能预见课堂中可能出现的所有情况。毋庸置疑,课堂的生成资源有积极的、有效的,也有无效的甚至是负面的生成。面对这些动态生成的资源,我们该如何加以取舍?对课堂中有效的生成资源,又该如何即时捕捉,并理智纳入课堂临场教学之中,从而让课堂生成成为
“Dynamically generated ” is an important concept advocated by the new curriculum standards. In today’s math class, Genesis emphasizes the motivation of the subject, emphasizing the process of thinking and the construction of personality. Classroom teaching has a strong on-site, then clever teacher, and then full of pre-set, can not foresee all the possible situations in the classroom. Needless to say, the generated resources in the classroom are positive, effective, and invalid or even negative. In the face of these dynamically generated resources, how can we choose? The effective generation of resources in the classroom, but also how to capture real-time, and reason into classroom teaching, so that the classroom to become a