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课堂教学的成败,既有教师教学中的预设因素,也有来自教师对学生信息的处理及由此引发的“生成”性教学因素。预设即教学设计,设计要关注到学生的知识、能力和情感,“生成”则更多展示了教师教学的灵活性和智慧性。只有两者相辅相成,才能生成一节比较完善的课。而在实际教学中笔者注意到一些英语教师容易出现以下情况:
The success or failure of classroom teaching, both the default factors in the teaching of teachers, but also from the teachers on the processing of student information and the resulting “generative ” sexual teaching factors. The default is instructional design. The design should pay attention to the knowledge, abilities and emotions of the students. The “generating” more shows the flexibility and intelligence of teachers’ teaching. Only the two complement each other in order to generate a relatively complete course. In the actual teaching, I noticed some English teachers prone to the following situations: