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所谓课堂动态生成资源是指教师与学生、学生与学生在一定的情境中,围绕多元目标,开展合作、对话、探究、交流的课堂教学中,即时生成的、超出教师预设方案之外的新问题、新情况。它随着教学环境、学习主体、学习方式的变化而变化,因教师的不同处理而呈现出不同的价值。化学世界中物质变化的多样性、复杂性,物质性质学习的阶段性和理论理解的有限性,学生在学习过程中认识能力的差异性以及随着科学知识的不断发展和学生思维活跃等因素,都可能成为化学课堂教学中的动态生成资源。教师在教学过程中若能及时把握这些动态生成资源,敏感地洞察学生的思维,快速调整教学方案,采取新的措施,就可以圆满完成教学任务,达到甚至超越预期的教学目的。
The so-called dynamic generation of classroom resources refers to teachers and students, students and students in a certain context, around multiple goals, to carry out cooperation, dialogue, exploration, exchange classroom teaching, real-time generation, beyond the teacher’s default program Problems, new situations. It changes with the change of teaching environment, learning subject and learning style, and presents different values due to the different treatment of teachers. The diversity and complexity of material changes in the chemical world, the stage of learning of the material nature and the limited understanding of the theory, the differences of students’ cognition ability in the process of learning, and with the continuous development of scientific knowledge and the active thinking of students, May become the dynamic generation of resources in chemistry classroom teaching. In the process of teaching, if teachers can timely grasp these dynamically generated resources, sensitively perceive the students’ thinking, quickly adjust the teaching plan and adopt new measures, the teaching task can be completed satisfactorily and even beyond the expected teaching purpose.