今天学生是学习的主人,不再是知识的容器!教师再也不能像过去那样照本宣科。新课标新理念倡导的“自主、合作、探究”的学习方式,是以学生的自主学习为基础,以合作学习为途径,以探究学习为目的的。在这个学习过程中,学生作为一种活生生的力量,带着自己的知识、经验、思想、灵感、兴致参与了课堂活动,从而使课堂生出了许多课前没有预料到的情况。因此,在教学中我们决不能拘泥于预设的教案不放,必须独具慧眼,善于捕捉意外并即时纳入于临场设计之中,巧妙运用于教学活动之间。这样,我们的教案、我们的教学才能在动态生成中得到完善。实际上随着学生课堂主体性、自主性的增强,学生质疑、反驳、争论的机会已大大增多。教师应该学会倾听,成为学生的忠实“听众”,并在倾听过程中及时发现他们困惑的焦点、理解的偏差、观点的创意、批评的价值。针对其中有价值的“意外”,合理打乱教学节奏,演绎不曾预计课堂精彩。 Today’s students are the masters of learning, no longer containers of knowledge! Teachers can no longer copy their texts as they used to. New learning new ideas advocate the “autonomy, cooperation, exploration,” learning methods, is based on the students’ autonomous learning, cooperative learning as a way to explore the study for the purpose. In this learning process, students as a living force, with their own knowledge, experience, ideas, inspiration, interest in the classroom activities, so that the classroom gave rise to many unexpected situations before the class. Therefore, we must not rigidly adhere to the precepts of teaching and learning in teaching. We must be discerning, adept at catching accidents and immediately incorporating them in on-the-spot design so as to skillfully apply them to teaching activities. In this way, our teaching plan, our teaching can be dynamically generated in the perfect. In fact, with the enhancement of students’ subjectivity and autonomy in class, the opportunities for students to question, refute and argue have greatly increased. Teachers should learn to listen and become loyal “listeners” of the students. During the listening process, teachers should find out their perplexity, understanding bias, viewpoint creativity and criticism value in time. In view of the valuable “accident”, reasonably upset the teaching rhythm, the interpretation did not expect the wonderful class.