我上课的内容是九年级化学第一册《物质的量》一课。虽然备课我很认真,对每个问题都预设了不同方案,自以为有了“精心”设计,课不会差到那儿去。然而,当预设的教案真实地接受课堂的考验时,课堂生成的不确定性,还是超乎我的想象。好在我运用储存的经验来坦然面对生成,没有被“生成”难倒。由此悟出一个道理,面对生成,教师要巧用智慧。教学片段一:在情景引入时,以生活中买米的经验引入新课,引导学生建立“集合体”的思想。最初设计的问题是“同学们都有去超市购物的经 The content of my class is the first volume of the ninth grade chemistry, ”the amount of material“ lesson. Although I was very prepared lesson preparation, each program has a different program, think they have ”careful“ design, the class will not go there. However, when the pre-established lesson plans truly take the test of the classroom, the uncertainty generated in the classroom is beyond my imagination. Fortunately, I use the experience of storage to calmly face the generation, not ”generated “ stumped. From this to realize a truth, in the face of generation, teachers should clever use of wisdom. Teaching a fragment: the introduction of the scene, the experience of buying rice in life to introduce a new lesson to guide students to establish ”assembly “ thinking. The original design of the problem is ”Students have to go to the supermarket shopping experience