探究学习是中学教学通用的教学策略,经常被作为评价教师教育理念的一个维度。课堂教学的活力体现在其生成性,即实际的课堂教学会因学生的一些因素而有意外生成。这一因学生参与教学而不断生成的过程,是对以学生为主体的教育理念的诠释,而教师在这一过程中采取的“引发”“主持”“促进”等指导性行为,则体现了教师的指导作用。常规听评课中的一个教学环节让我感受颇深,呈现于此与大家分享。一、课堂生成的教学片段这是历史必修一“新民主主义革命”一课的教学片段。在“探究学习”环节,教师提出“国共两党 Inquiry learning is a common teaching strategy in high school teaching and is often used as a dimension to evaluate the concept of teacher education. The vitality of classroom teaching is manifested in its generativeness, that is, actual classroom teaching may be unexpectedly generated due to some factors of students. This process of students ’continuous participation in teaching is an interpretation of the concept of a student-centered educational philosophy, and teachers’ guidance in this process such as ”initiation“, ”hosting“ and ”promotion“ Sexual behavior, it reflects the teacher’s guiding role. One of the teaching sessions in the regular listening and speaking class made me feel quite deep and showed up here to share with you. First, classroom-generated teaching fragment This is a history of compulsory a ”New Democracy Revolution “ a lesson in the teaching section. In the ”inquiry learning “ link, the teacher proposed ”KMT and CCP