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随着课程改革的不断深入,课堂教学的动态生成慢慢走上了中小学教学研究的前台,且越来越成为备受广大教师关注的热门话题。合理利用一切生成性资源,使课堂教学充满生机与活力,籍以达到最优教学效果也成了广大教师着力追求的目标。但在实际教学实践中,一些过分强调动态生成,夸大动态生成的作用,而忽视课前预设的偏颇倾向也应运而生。下面仅就自己教学实践中对预设与生成的理解及其相互关系的把握谈一点体会。1正确理解预设与生成预设是教师对课堂教学的目的、任务和过程的清
With the continuous deepening of curriculum reform, the dynamic generation of classroom teaching has slowly taken the front stage of primary and secondary teaching research, and has become a hot topic that attracts a great deal of teachers’ attention. Rational use of all generating resources, so that classroom teaching full of vigor and vitality, membership in order to achieve the best teaching effectiveness has become the majority of teachers strive to pursue the goal. However, some practical teaching practice emphasizes the dynamic generation and exaggerates the role of dynamic generation, while the tendency of prejudice bias is also emerging. The following only on their own teaching practice of the precondition and the formation of understanding and understanding of their relationship to talk about experience. A correct understanding of the default and generate presets is a teacher of classroom teaching purposes, tasks and processes of the Qing