教学设计是备课时就确定的,但在实际教学中,常常会出现偏离原来设计的情形,这时该怎么办?有的教师说,可以把学生“拉”回预设轨道。但笔者认为,教师在编写教案时,应给各种不定性的可能留下足够的空间,并在课堂上因势利导,巧妙地驾驭这些“意外”的生成,就能引领学生思维,培养学生的创新能力,可使地理课堂更加精彩。一、利用学生差异,实现课堂教学目标的动态生成,引导学生发展“以学生发展为本”是地理课程改革所遵循的主导理念。每一个学生的知识结构不同,理解能力、经验或经历存在着差异,每一天的情绪都有变化,在遇到问题时就会有不同的反应。教师应关注学生的个体差异、时 Teaching design is determined during lesson preparation. However, in actual teaching, situations often deviate from the original design. What should we do at this time? Some teachers say that students can be “pulled back” to the preset track. However, in the author’s opinion, when teachers write lesson plans, they should leave enough room for various uncertainties and take the best of their potential in the classroom to skillfully control the formation of these “accidents”, which can lead students to think and train students The innovative ability to make the geography classroom more exciting. First, the use of student differences to achieve the dynamic generation of classroom teaching objectives, and guide students to develop “student-based development ” is the dominant philosophy followed by the reform of geographic curriculum. Each student’s knowledge structure is different, understanding ability, experience or experience differences, every day the mood has changed, in the face of problems will have different reactions. Teachers should pay attention to the individual differences of students