课堂教学是预设与生成的辩证与统一。一方面,做好充足预设是至关重要的。只有生成没有预设的课堂教学是不可思议的,不仅形散而且神散;另一方面,面对精彩的生成要灵活应对。数学课堂教学并非一个机械呆板地执行固定教案的过程。当教学不能按预设而生成时,教师就应根据学生情况灵活而动,敏锐地捕捉那些不期而至的生成点,灵活变更教学环节,从而演绎出精彩纷呈的成功课堂。 Classroom teaching is the dialectical and unity of presupposition and formation. On the one hand, it is crucial to have a good default. It is inconceivable that only the creation of non-default classroom teaching is not only form-fitting but also divine; on the other hand, we must flexibly respond to the splendid production. Math class teaching is not a mechanically rigid teaching process. When teaching can not be generated by default, teachers should flexibly move according to the situation of students, keenly capture those unexpected generation points, and flexibly change teaching links so as to deduce a brilliant and successful classroom.