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古人说:预则立,不预则废。但预而不确亦废矣。新一轮课程改革提出的“动态生成”理论给课堂教学带来了无限活力,也带来新的思考,更带来许多变化。教师课堂角色的转变在这一理念的指导下变得具体,明确。教师在课堂教学的整个过程中的定位也变得愈发清晰,教学中的人文关怀、以学定教的教学思想将愈发突出。也正因此,教师的教学预设,即教学设计就会更突显出来。
The ancients said: The preparatory legislation is not preconceived. However, it is not intended to be deprecated. The “dynamic generation” theory put forward in the new round of curriculum reform brings infinite vigor to classroom teaching, brings in new thinking, and brings many changes. The change in the roles of teachers in the classroom becomes concrete and clear under the guidance of this concept. The position of teachers in the whole process of classroom teaching has become clearer, and the teaching ideas of humanistic care and learning by teaching will become more prominent in teaching. It is precisely because of this that the teacher’s teaching presupposition, that is, the instructional design will be more prominent.