观当下初中数学课堂,教师“重预设、轻生成”“重结果、轻过程”的教学行为似已司空见惯,在尊重、捕捉、引导、剖析、发展学生思维等方面,教师做得远远不够却习以为常,这些现象引人深思。本文,笔者借两则案例谈如何捕捉、挖掘学生思维闪光点,如何唤醒课堂未曾预约的精彩。一、案例案例1:教师甲执教的一节试卷讲评课的片段。 View of the current middle school mathematics classroom, teachers “pre-set, light to produce ” “results, light process ” teaching behavior has become commonplace, in respect, capture, guide, analyze, develop students thinking, etc. It is not enough to be accustomed to, these phenomena are thought-provoking. This article, I borrow two case talk about how to capture, tap the bright spots of students thinking, how to wake up the wonderful class did not make an appointment. First, the case Case 1: Teacher A coaching section of the papers commentaries on the fragment.