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课堂教学是一个多变的动态系统,在课堂教学中,经常会有许多“意想不到”的事情发生,而这些事情多少都具有某种偶然性,如何灵活妥当地处理偶发事件,不仅关系着一堂课教学的成功,还是衡量教师教学机智的一个重要标尺。教学时教师如果能及时捕捉课堂的生成点,巧用各种“意外”资源,引导学生去探索、去研究,就会使课堂焕发出生命的活力。一、机智应变,用“意外”开发学生的创造潜能案例教学“100以内数的认识”时,A教师要求学生小组合作,动手操作。用小棒表示55的数,(每位学生只有20根小棒,此时小组学生纷纷动手,合作摆了55根小棒)
Classroom teaching is a dynamic system. In classroom teaching, there are often many “unexpected” things happen, and these things are somewhat contingent, and how to deal with contingencies flexibly and properly is not only related to The success of a course of teaching, or measure the teaching of teachers an important indicator of wit. If teachers can timely grasp the generation of classroom teaching points, skillfully use a variety of “accidental” resources to guide students to explore, to study, it will make the classroom glow vitality of life. First, the tactical response, with “Accident ” to develop students’ creative potential case teaching “100 within the number of recognition ”, A teacher asked the student team cooperation, hands-on operation. With a small stick, said the number of 55, (each student only 20 sticks, this time the group of students have hands-on cooperation put 55 small sticks)