传统的课堂教学注重预设,处在教改转型期的教师,也正在做更精细的预设。充分的预设,是课堂教学成功的保障,然而,随着课程改革的逐步推进,即使是一些被认为是经典的预设(教案),在实施的过程中也会常常“卡壳”。究其原因,主要是教师过分拘泥于静态教案的预设而忽视了动态学案的生成。预设与生成是辩证的统一,前者是后者的基础,后者是前者的升华。只有课前精心预设,才能在课堂上动态生成。作为一名新时期的科学教师,我们还应该“提倡 The traditional classroom teaching focuses on the default, in the transformation of teachers in the transition period, is also making more sophisticated default. Adequate presupposition is the guarantee of success of classroom teaching. However, with the gradual advancement of the curriculum reform, even the presuppositions (teaching plans) that are considered to be classic can often be ”stuck“ in the process of implementation. The reason is mainly because teachers are overly rigid in the preconceptions of static lesson plans and neglect the formation of dynamic case studies. Preposition and formation are dialectical unity, the former is the basis of the latter, which is the former sublimation. Only pre-class preset, in order to dynamically generated in the classroom. As a new era of science teachers, we should also ”advocate