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叶澜教授在“新基础教育”探索性的研究时提出:“一个真实的课堂教学过程是师生及多种因素间动态的相互作用的推进过程。”正如教案不是静态的文本,课堂教学也不是定型的活动,而是不断发展、挺进的动态过程。在把握教学目标和整体思路的基础上,教师应对课堂上出现的学生个性化认知方式、普遍性认知疑惑、典型性认知错误、本原性认知发问等生成性资源加以捕捉利用,将其演绎成宝贵的教学资源服务于课堂教学,从而使教学成为
Professor Ye Lan put forward the exploratory research of “new basic education ”: “A real classroom teaching process is the process of dynamic interaction between teachers and students and a variety of factors. ” Just as lesson plans are not static texts , Classroom teaching is not a stereotyped activity, but the continuous development and advancement of the dynamic process. On the basis of grasping the teaching goal and the overall train of thought, teachers should capture and utilize the generating resources such as individualized cognitive style, universal cognitive doubts, typical cognitive errors and original cognition questions appearing in the classroom, To interpret it into valuable teaching resources to serve the classroom teaching, so that teaching becomes