课堂教学是一个预设与生成的动态过程,课堂的动态资源具有不可预见性,教师如果能捕捉到这些稍纵即逝的动态资源,并为教学服务,就会发现它们往往是学生思维的真实反映,蕴含着宝贵的闪光点,让其发挥应有的教学价值,有利于学生知识的自主构建,有利于学生思维能力的提升.本文从如何有效地促进课堂教学的动态生成出发,以浙教版中的教学案例为背景,提出了相应的教学策略,以期抛砖引玉.一、生成性课堂生成性课堂是教师、学生和教材之间的 Classroom teaching is a pre-defined and generated dynamic process. The dynamic resources in the classroom are unpredictable. If teachers can catch these fleeting dynamic resources and serve for teaching, they will find that they are often the real students’ thinking Reflects the valuable flash points and gives them the proper teaching value, which is good for the independent construction of students ’knowledge and is beneficial to the improvement of students’ thinking ability.This paper starts from how to effectively promote the dynamic formation of classroom teaching, Version of the teaching case as the background, put forward the appropriate teaching strategies, with a view to start a discussion.A generative classroom generated classroom is a teacher, student and teaching material