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课堂教学,需要有效处理好“预设”与“生成”之间的关系。在既定的目标之下,通过促进师生双方、生生之间真正意义上的合作、互动来延伸或生成一些新的价值和新的目标,从而达到生成性与预设性的统一。那么“预设”中的“生成”该如何把握呢?一、把握质疑探究中的“生成”科学的本质是疑问,质疑是科学创新的起点,也应该是课堂教学中动态生成的基点,课堂上必须重视学生的质疑问难。时下随着新课程理念的深入,欣喜地看到好多老师开始重视学生的质疑,并把质疑探究作为课堂教学展开的依据,鼓励学生在反复自读文本的基础上质疑问难,比如常
Classroom teaching, you need to effectively handle the relationship between “preset” and “generated”. Under the established goal, we can extend or generate some new values and new goals by promoting the true cooperation and interaction between teachers and students, and between life and life so as to achieve the unity of generativeness and presupposition. So how to grasp the “Generate ” in “Preset ”? First, to grasp the nature of the “Generated ” science in questioning inquiry is doubt, questioning is the starting point of scientific innovation, and it should also be in classroom teaching Dynamically generated base points, the classroom must pay attention to the students’ questions and answers. Nowadays, with the deepening of the new curriculum concept, we are delighted to see many teachers beginning to pay attention to the students’ questions and to use the questioning inquiry as a basis for classroom teaching. Students are encouraged to ask questions on the basis of repetitive self-read texts,