数学课堂里,学生回答问题时常常有老师意想不到的情况出现。有时是意想不到的错误,有时是意想不到的思维。老师要善于捕捉这些意想不到的资源,将有价值的错误转化为教学资源,将意想不到的思维方式介绍给全班学生,以便大家共享思维的奇异。可是,很多情况下,老师忽视了这些,非得按照自己的思路讲课不可,导致课堂生成的好资源白白浪费了,更甚的是阻碍了学生思维的发展。究其原因, In a math class, students often have unexpected situations when they answer questions. Sometimes it is an unexpected mistake, sometimes an unexpected one. Teachers should be good at catching these unexpected resources, turning valuable mistakes into teaching resources and introducing unexpected ways of thinking to the entire class of students to share the singularity of thinking. However, in many cases, teachers neglect these, must follow their own ideas lectures, resulting in good resources generated in the classroom wasted, and even more hindered the development of student thinking. The reason,