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随着新课程理念的深入,原本追求的那种教学环节环环相扣,教学过程行云流水,教学目标尽数达成,课堂一切尽在掌握之中的没有意外、瑕疵的完美教学,更像一场展示教学技能和学生积极配合的表演,显得越来越不真实。课堂教学是一个动态生成的过程,学生是课堂的灵魂,在教学过程中由于学生心态、知识、能力的不同,必然会出现一些“节外生枝”的情况。那么,如何对待这些突发事件,如何从中捕捉到一些稍纵即逝的资源使课堂涌现精彩,显得尤为重要。一、顺水推舟,及时调整教学航向案例:探究酵母细胞的呼吸方式的实验教学教师经过铺垫,导入新课:“酿酒,蒸馒头都需要酵
With the deepening of the new curriculum concept, the original pursuit of the kind of teaching links, the teaching process goes smoothly, teaching objectives to achieve, the classroom everything under control without accidental, flawed perfect teaching, more like a show Teaching skills and students actively cooperate with the performance, it seems more and more unrealistic. Classroom teaching is a dynamically generated process. Students are the soul of the classroom. Due to the differences in students’ mentality, knowledge and abilities during the teaching process, there will inevitably be some cases of ”accidental appearance“. So, how to deal with these emergencies, how to capture some of the fleeting resources make the classroom exciting, it is particularly important. First, follow the boat, timely adjustment of teaching course Case: Exploring the way of breathing yeast cells Experimental teaching Teachers through the bedding, into the new lesson: ”brewing, steamed bun require yeast