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课堂生成具有自然生长性。它有别于硬性灌输、说教的课堂,教师的功夫不在于讲得多精彩,而体现在导学上;学生获得的知识主要不是听教师讲授而来,而是自主学来的,学的过程最为重要。学习结果是学生学习过程的自然生长,少有外部力量注入。与此相伴的是,学生获得的不仅是知识的生长,更为可贵的是使学习能力的可持续发展成为可能。课堂生成具有不可预测性。不是说课堂生成完全不可预测,但有相当一部分是不可预测的。换言之,是可预测、不可预测兼而有之的过程。其中往往会出现一些形形色色、防不胜防而又值得回应与破解的偶发、突现。
Classroom generation has natural growth. It is different from the rigid indoctrination, preaching class, the teacher’s effort is not to speak more exciting, but reflected in the guidance of learning; students get the main knowledge is not taught to teach from, but learned, learning process The most important. The result of learning is the natural growth of students’ learning process, with few external forces. Associated with this, students not only gain knowledge, but also make sustainable development of learning ability possible. Classroom generation is unpredictable. Not to say that class generation is completely unpredictable, but a fair amount of it is unpredictable. In other words, it is a process that is both predictable and unpredictable. Of these, there are always some unexpected and emergent situations that are irresistible and yet worth responding and cracking.