传统的课堂教学单方面强调预设的作用,因而在实践中客观上造成了对生成的越位。现代课堂教学充分肯定精心预设的必要性,同时积极倡导过程生成的补位。因此,新课程不仅不否定预设的必要性,恰恰是在强调科学、有效、高水平的预设。科学预设,需要教师围绕教学目标,依循学生的认知曲线、思维张弛及情感波澜,有指向、有预见、有弹性地开展教学活动,并以 The traditional classroom teaching unilaterally emphasizes the role of presupposition, so it objectively creates the generated offside in practice. Modern classroom teaching fully affirms the necessity of meticulous presupposition, and at the same time actively advocates the process of generating subsidies. Therefore, the new curriculum not only does not deny the necessity of default, it is precisely emphasizing the scientific, effective and high-level preconditions. Scientific prerequisites require teachers to focus on teaching objectives, follow the cognitive curve of students, relaxation of mind and emotional waves, directed, predictable, flexible to carry out teaching activities and to