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课堂教学是一个动态的、不断发展推进的过程。这个过程既有规律可循,又有灵活的生成性,更具有不可预测性。作为新课程实践者,我们要做好充分准备,领会新课程理念,以真诚的态度尊重生成性资源;及时捕捉教学中一闪而过的生成性资源,引导学生学会生活、做人;同时要以充分的预设,拓展生成的空间,从而激活学生主体的道德潜能,培养学生的学习素养。因此在实际教学中,找到预设与生成的平衡点是提高课堂效率的必要措施,也是使课堂彰显生命活力的有效途径。
Classroom teaching is a dynamic, continuous development and advancement process. This process has both rules and flexibility and is more unpredictable. As a practitioner of the new curriculum, we must fully prepare and understand the concepts of the new curriculum, and respect generative resources in a sincere manner. We should promptly capture the flashy and productive resources in teaching so as to guide students to learn to live and be good people. At the same time, Adequate presupposition, expand the space generated, so as to activate the moral potential of students and cultivate students’ learning accomplishment. Therefore, finding out the balance between presupposition and generation in practical teaching is a necessary measure to improve the efficiency of the classroom, and it is also an effective way to highlight the vitality of the classroom.