论文部分内容阅读
课堂生成,作为课堂教学的宝贵资源,已成为高质量课堂教学的追求。但是,面对生成,需要机智,需要教师灵活、巧妙地筛选和运用。只有这样,才能让生成发挥更大的作用,才能让更多、更有价值的生成在课堂中萌发。1.精心预设,促使生成萌发。预设,是生成的基石。没有充分、精心、巧妙的预设,很少有精彩、完美、超乎想象的生成。教学中,在呼唤精彩生成的同时,更应密切关注预设。关注预设,就是在关注生成。预设是生成的前提,生成是对预设的超越和发展,二者是相互依存的,如果没有高质量的预设,就不可能实现生成。如在教学《平行四边形与梯形》一课时,我课前预计大部分学生会认为正方形和长方形不是平行四边形,于是设计的教学过程是先出示长方形和正方形,让学生判断是否属于平行四边形。接着播放课件,通过观察,抽象出长方形与正方形也有
Classroom generation, as a valuable resource in classroom teaching, has become the pursuit of high quality classroom teaching. However, in the face of generation, you need to be tactful and need teachers to flexibly and skillfully screen and apply. The only way to make generation play a greater role in order to make more and more valuable germination in the classroom. 1. Carefully preset to promote the germination. Default, is the cornerstone of the generation. There are not enough, elaborate, ingenious presets, few wonderful, perfect, unimaginable builds. Teaching, calling for exciting generation at the same time, we should pay close attention to the default. Focus on the default, is concerned about the generation. Presupposition is the prerequisite of generation, generation is the transcendence and development of presupposition, and the two are interdependent. If there is no high-quality precondition, it can not be realized. For example, when teaching “Parallelogram and Trapezoid”, most students expected before my class to think that the square and the rectangle were not parallelograms. Therefore, the design process of teaching first displayed rectangles and squares so that the students could judge whether they were parallelograms or not. Then play the courseware, through observation, abstract rectangular and square there