传统教学由于受行为主义理论的影响,把学习简单看作“刺激—反应”的过程,认为教师提供怎样的刺激,即预设,学生就会产生相应的反应,即生成。因此,教学是重预设而轻生成的。随着学习理论的发展,建构主义已经成为课程改革的理论基础,学习被普遍认为是学生头脑中原有认知结构的重建过程,是一种个性化的生成活动。课堂教学要真实、互动,数学课堂只有在“生成”中 Due to the influence of the theory of behaviorism, traditional teaching regards learning as a simple process of “stimulus-response”. It is assumed that teachers provide stimuli, that is, presupposition, students will react accordingly, that is to say, they generate. Therefore, teaching is presumptive and light. With the development of learning theory, constructivism has become the theoretical basis of curriculum reform. Learning is generally considered to be the reconstruction process of cognitive structure in the minds of students. It is a kind of personalized activity. Classroom teaching to be real, interactive, math class only in “Generate ”