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生成是生长和构建,是根据课堂教学本身的进行状态而产生的动态形成的活动过程。生成可以成功地教会学生对所学材料提问题、作总结、类比、有益于合理使用教材,有益于学生的学习。《语文课程标准》指出:“教学是预设和生成,封闭和开放的矛盾的统一体。”面对意外生成的资源,应善于从教学目标出发,迅速判断这一材料的教学价值,采用科学的反馈策略,在尊重学生主动探究精神和积极评价的同时,充分发挥教师指导的作用,促进学生的有效思考,提高课堂教学的有效性。
Generation is the growth and construction, is based on classroom teaching itself, the state of the resulting dynamic formation of the activity process. Generating can successfully teach students to ask questions on the materials they learn, summarize, analogy, is conducive to the rational use of teaching materials, is conducive to student learning. “Chinese Curriculum Standard” states: “Teaching is a unity of presupposition, confrontation, closure and openness.” Facing unexpectedly generated resources, students should be good at judging the teaching value of this material quickly from the teaching objective, Adopt the scientific feedback strategy, while respecting students’ active exploration spirit and positive evaluation, give full play to the role of teachers’ guidance, promote students’ effective thinking and improve the effectiveness of classroom teaching.