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常规的课堂教学中,教学活动总是以教师的教学预设为主,按照教学常规完成课堂教学。但是在课堂教学的实施过程中,课前预设的内容有时候会与学生的现场研究成果有所偏差。这是正常现象,教师如果还是按照预设的内容完成教学进度,往往就会忽略学生在探讨文本过程中的一些有价值的发现,这些发现往往更能够激发学生的思考,具有现行的思维意义。教师如果能够及时发现学生的这些细小的思想火花,并能够给予适当引导,往往就能达到良好的教学效果。
In the conventional classroom teaching, the teaching activities are always based on the teachers’ teaching preconditions, and the classroom teaching is completed according to the teaching routine. However, during the implementation of classroom instruction, the pre-class content may sometimes deviate from the students’ field research results. This is a normal phenomenon. If the teacher completes the teaching progress according to the preset content, he often neglects the valuable discoveries made by the students in the process of exploring the texts. These findings tend to stimulate students’ thinking and have the current thinking meaning. If teachers can promptly find these small sparks of students, and can give appropriate guidance, often can achieve good teaching results.