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【案例背景】通常,初中数学新授课的教学环节分为:创设情境、探究新知、例题讲解、巩固练习、课堂小结等基本环节。课前,教师对每个教学环节精心设计,以期达成教学目标,完成教学任务。但是,在实际教学中,有时课堂生成超出了预设,整个教学环节完成不了。课堂上,学生有时冒出一些“古怪”的想法,教师是打断学生,按部就班地按照预设教学,还是顺着学生的想法进行引导,逐步通过自主生成,完成教学目标,这需要教师发挥聪明才智,做出恰当的选择。
Case Background Normally, the teaching links of the new middle school mathematics teaching are divided into the following steps: creating the situation, exploring the new knowledge, explaining the examples, consolidating the exercises and class briefing. Before class, teachers carefully designed for each teaching session, with a view to achieving teaching goals, complete teaching tasks. However, in the actual teaching, sometimes the classroom generated beyond the default, the entire teaching can not be completed. In class, students occasionally emerge some “eccentric ” ideas, the teacher is to interrupt the students, step by step in accordance with the default teaching, or follow the students’ ideas to guide, and gradually through self-generated to complete the teaching objectives, which requires teachers Play wise and make the right choice.