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在新课程背景下,把握好预设与生成的辩证关系,构建和谐的数学课堂是每一位教师追求的目标。预设与生成是对立统一的矛盾体。就对立而言,课前过于细致的预设使本该动态生成的教学变成了机械执行教案的过程;就统一而言,预设与生成又是相互依存的,没有预设的生成往往是盲目的,而没有生成的预设又往往是低效的。因此,处理好预设与生成的关系,是提高课堂教学效益的关键所在。只有在课前高质量地预设,才可能在课堂上动态生成。
In the context of the new curriculum, grasping the dialectical relationship between presupposition and generation and building a harmonious mathematics classroom are the goals pursued by every teacher. Presupposition and generation are the contradictory bodies of the unity of opposites. In terms of opposition, pre-classical presuppositions make the dynamically generated teaching become the process of mechanical execution of lesson plans; in terms of unity, presupposition and generation are interdependent, and there is no preset generation. Blind, but not generated presets are often inefficient. Therefore, dealing with the relationship between preset and generation is the key to improving the effectiveness of classroom teaching. Only in the high quality preset before class can be dynamically generated in the classroom.