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课堂是一个流动的生命历程,随时随地都在发生着变化。有变化才有生成,抓住“生成”需要智慧,有意识地“生成”更需要智慧。抓住“生成”,要求教师在具体的教学情境中随机应变,把“教学意外”转变成“教学资源”,整合进课程。其实,教师应变的过程也就是教学智慧的展现过程,变化的教学活动使得教师的教学智慧永远处于发展、生成的过程之中。有意识的“生成”,要求教师课前精心“预设”,通过“预设”促进“生成”。“预设”的过程是教师对教学活动进行系统思考、对以往的教学行为进行“过滤”、对教学经验进行梳理提升的过程。这一过程,既是教师教学智慧的充分体现,又是教师教学智慧的积淀过程。教师工作是充满创造的劳动,教师只有智慧地教学,才能在生成学生智慧的同时,自己也收获巨大的精神财富,获得长足的发展。
The classroom is a mobile life course that is changing everywhere. There are changes to be generated, to seize the “generated” need wisdom, consciously “generated” need more wisdom. Seize the “generation”, requiring teachers to adapt to specific teaching situations, “teaching accidents” into “teaching resources”, integrated into the curriculum. In fact, the process of teacher’s response is also the display process of teaching wisdom. The changing teaching activities make the teacher’s teaching wisdom always be in the process of development and generation. Conscious “build” requires teachers to carefully “pre-set” before class and “build” through “presets.” The process of “pre-setting” is a process in which teachers think systematically about teaching activities, “filter” past teaching activities and sort out teaching experience. This process is not only the full manifestation of teachers ’teaching wisdom, but also the accumulation process of teachers’ teaching wisdom. Teacher work is full of creative work. Only when teachers teach wisely can they generate great spiritual wealth and achieve great development while generating students’ wisdom.