预设是生成的基石,而有效地利用好生成的资源,则是对预设的提升和超越。一节课中哪些生成性问题是资源,可以整合利用?哪些问题具有引发讨论的价值,需要放大?怎样给生成资源以“着陆”之机?……教师要在短时间做出理性的判断,机智地捕捉到那些稍纵即逝的思维火花,把师生互动的探索引向深人。一、预设的问题是学生想研究的创建儿童喜爱的数学学习,让学生体验幸福的课堂生活,是数学教育的价 Presets are the cornerstone of production, and effective use of well-generated resources, it is to enhance and exceed the pre-set. Which productive questions in a lesson are resources, which can be integrated and utilized? Which questions have the value of triggering discussions, need to be magnified? How to generate resources to “land”? ... Teachers should make rational Judgment, witty capture of those fleeting thinking spark, the exploration of teacher-student interaction leads to the deep. First, the default problem is that students want to study the creation of children’s favorite mathematics learning, let students experience a happy classroom life is the price of mathematics education