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当课堂的生成出乎教师的预设之时,教师应该怎样处理?是尊重学生的差异,紧紧抓住意外的教学资源,在循循善诱中演绎一堂充满个性与创新的课?还是驳回学生的奇思妙想,按照原计划进行?通过下面正反两则案例,我们不难得出答案——尊重学生的差异,才能引导学生个性表达。[案例一]《坐井观天》教学片断师:同学们,小青蛙听到大家把井外的世界说得如此精彩纷呈,它真想立刻跳出井口来瞧一瞧。(出示课件:青蛙跳出了井口。)说说青蛙跳出井口后,它将会看到些什么,做些什么呢?
When the classroom generation is beyond the preconditions of teachers, what should teachers do? It is to respect the difference of students, to grasp the unexpected teaching resources, to show a course full of individuality and innovation in the course of persuasion, or to dismiss students’ strangeness Thinking wonderfully, according to the original plan? Through the following positive and negative cases, we are not difficult to come to an answer - respect for student differences in order to guide students to express their personality. [Case 1] “sit on the rocks” teaching piece Teacher: Students, the little frog to hear everyone outside the well to speak of such a brilliant world, it really want to immediately jump out of the wellhead to take a look. (Show courseware: The frog jumped out of the wellhead.) After talking about what a frog would see and do after jumping out of the wellhead,