课堂上经常出现“卡壳”现象。因为老师无法从备课笔记中找到答案,课堂容易出现令人尴尬的冷场,要继续进行,就要求教师具备应变能力,能“随机启发”,引导学生思维由学会到会学。因为这种启发是在“卡壳”时出现的,所以随机启发要发挥我们教师的主导作用和学生的主体作用,设计的问题坡度要小,引导的方法要巧,这样才能力争使学生“启”而得“发”。下面就以我平时课堂教学的实例,来谈一点“随机启发”的粗浅体会。 Class often appear “stuck” phenomenon. Because the teacher can not find the answer from the lesson preparation notes, the classroom is prone to embarrassing cold field. To continue, the teacher is required to have the ability to respond to “random inspiration” to guide students' thinking from learning to learning. Because this kind of enlightenment appeared in the “stuck case”, random inspiration should exert the leading role of our teachers and the main role of students. The problem of design should be small and the guiding method should be clever. Only in this way can students be encouraged to “enlighten” And “hair.” Here is my usual case of classroom teaching, to talk about the “random inspiration” of the superficial experience.