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课堂教学是一个动态生成的过程,无论教师预设得多么充分,也难以预料课堂中出现的各种情况,变动不居的课堂充满了不确定性,不确定性孕含了丰富的生成性。教师应该灵活地根据教学情况的变化不断调整自己的行为,在学生的真实认知点上综合把握,应学生而动、应情境而变,敏锐捕捉不期而至的生成点,才能演绎不曾预约的精彩。但是,说起来容易做起来难,笔者就下面几个案例来反思数学课堂生成的处理。
Classroom teaching is a dynamically generated process. It is difficult to anticipate the various situations that occur in the classroom, no matter how full the teacher’s presetting is. The changing classroom is full of uncertainty. Uncertainty includes abundant generative births. Teachers should flexibly adjust their behaviors according to the changes of teaching situation. They should grasp synthetically from the students’ real cognition points, move from the students, change from the situation to the acute capture of unexpected generation points. Wonderful. However, it is easier said than done, the author in the following few cases to reflect the processing of mathematical classroom generated.