引言新一轮基础教育课程改革的一个重要目标是,改变课程实施过于强调接受性学习的现状,倡导探究性学习,而课程预设与课程生成则是实现这一转变的关健因素。传统教学偏重教学预设,忽视课程生成的倾向,在目前的课堂教学中,并没有明显的改观。问题的症结在于:教学指向依然不是学生如何“学”,而是老师如何“教”。在课堂教学中,我们常常会遇到这样的情况,当学生提出或讨论的问题超出了教师的教学预设,使教学预设难以顺利实施,教学计划难以完成时,我们的教师往往会马上“纠正”,甚至不问缘由,就把 INTRODUCTION An important goal of the new round of basic education curriculum reform is to change the implementation of the curriculum to emphasize the status quo of receptive learning and promote inquiry learning. Curriculum presupposition and curriculum generation are key factors to achieve this transformation. Traditional teaching emphasizes teaching presuppositions, ignoring the tendency of curriculum generation. In the current classroom teaching, there is no obvious change. The crux of the problem lies in the fact that teaching orientation is still not how students “learn” but how teachers “teach”. In classroom teaching, we often encounter such situations. When the problems raised or discussed by the students exceed the teachers’ teaching presuppositions, making it difficult to implement the teaching presets, and when the teaching plan is difficult to complete, our teachers often immediately “ Correct it, even without asking the reason, put it