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2004年,笔者在《福建教育》发表“跟进策略”方面的首篇文章《小学数学课堂教学“跟进策略”研究》。转眼10年过去了,笔者终于找到了属于自己的教学个性,并且提出“从动态处跟进,在跟进中生成”的教学主张。笔者认为,课堂教学是一个大系统,这个大系统又包含多个子系统(或者称之为相对独立的进程),而且每个子系统的教学都包含三个环节,即营造动态→实施跟进→促进生成。每个子系统的教学活动,以“营造动态”为基础,即以营造教学情
In 2004, the author published the first article on “follow-up strategy” published by Fujian Education “follow-up strategy for junior high school mathematics teaching” and “research”. A blink of an eye 10 years later, I finally found their own teaching personality, and put forward “from dynamic follow-up, follow-up to generate ” teaching ideas. The author believes that classroom teaching is a large system, the large system also contains multiple subsystems (or relatively independent process), and each subsystem includes three aspects of teaching, that is, to create a dynamic → follow-up → to promote generate. The teaching activities of each subsystem based on “create dynamic ”, that is, to create a teaching situation