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教学的预设与生成是对立统一的关系,是教学中的一对基本矛盾。就对立而言,本该动态生成的教学,容易被课前精心的预设所束缚,变成机械地执行教案的过程。就统一而言,预设与生成又是相互依存的,没有预设,生成便是无源之水、无本之木;没有生成,预设便失去了意义。预设是生成的起点与基础,生成是对预设的丰富、拓展、调节和重建,是预设的终点与归宿。预设和生成在一定条件下可以相互转化。课堂教学因预设而有序,因生成而精彩。
The presupposition and formation of teaching are the relationship of unity of opposites and are a pair of basic contradictions in teaching. On the other hand, the teaching that is supposed to be generated dynamically is easily bound by the meticulous pre-class teaching and becomes the process of mechanically carrying out the lesson plan. As far as the unity is concerned, the presupposition and generation are interdependent again. There is no preconceived notion that the generation of water is a passive water without a foundation. If it is not generated, the preset will lose its meaning. The presupposition is the starting point and foundation of the generation. The generation is the enrichment, expansion, adjustment and reconstruction of the preset, which is the preset end point and destination. Presets and generated under certain conditions can be transformed into each other. Classroom teaching is pre-ordered and exciting due to the build.