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在品德与社会教学过程中,学生作为主观能动的课堂主体,因为自身知识结构、学习方式、学习经验、思考方法、兴趣爱好等不同,从而使课堂生成了许多课前没有预料到的情况。这是教师预设之外动态生成的教学资源,是一种转瞬即逝的非常宝贵的教学资源。当出现课堂意外时,我们应该对它有正确的认识,不能在心里排斥,而是欣然接受,并进行恰如其分的重构处理,从而使课堂上的意外事件转化成教学中宝贵的课程资源。那么,小学品德与社会课堂就会大放异彩,焕发出勃勃生机。对教学意外的资源意义以及合理开发提出了相关策略。
In the process of morality and social teaching, students as the subjective and active classroom main body, because of their own knowledge structure, learning styles, learning experiences, thinking methods, hobbies and other differences, so that the classroom generated many pre-class unexpected situation. This is a dynamically generated teaching resource outside the teacher’s preconceived, a fleeting, very valuable teaching resource. When a classroom accident occurs, we should have a correct understanding of it. We should not reject it in the heart, but embrace it with proper reconstruction so that unexpected events in the classroom can be transformed into valuable curriculum resources for teaching. Then, the moral character of primary school and social classes will shine, full of vigor and vitality. Relevant strategies are proposed for the resource meaning and reasonable development of teaching accidents.