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生成是新课程倡导的一个重要教学理念。但有些课堂生成重学生的独特体验,轻文本的主题价值,游离于教学主题;重学生的主体性,轻教师的主导性,游离于课堂角色定位;重自学形式,轻课堂实效,游离于教学价值;重赏识激励,轻科学评价,游离于教学评价本质。只有科学地矫正这些游离现象,才能使课堂教学达到求实求新的生成,提高质量。
Generation is an important teaching idea advocated by the new curriculum. However, some classrooms have the unique experience of rebuilding students and the theme value of light texts, and are free from the teaching theme. The students’ subjectivity, the dominance of light teachers, and the separation of classroom roles are emphasized. Self-learning forms, light classroom effectiveness, Value; reward recognition, light scientific evaluation, free from the nature of teaching evaluation. Only by correcting these free phenomena scientifically can classroom teaching achieve the realistic and new generation and improve the quality.