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在师生互动的课堂中,再充分的预设也很难预见课堂上可能出现的所有的情况,非预设性生成的出现是客观必然的,所谓“非预设性生成”主要指对教师和学生而言都是主动生成的课堂教学活动.在无法预设的生成中,如何有效地筛选有价值的生成是教师面临的重要课题,如何机智地处理非预设性生成考验着教师的自身的业务素养和教学智慧,如下的“非预设性生成”教学片段给了我不少启示:(扇形面积的教学片段)例题,计算如图1所示的扇形的
In the interactive class of teachers and students, it is also very difficult to foresee all the possible situations that may appear in the classroom with sufficient default. The appearance of non-presupposed generation is objective and inevitable. The so-called “non-preset generation” For teachers and students, they all take the initiative to generate classroom teaching activities.How to screen valuable productions effectively is an important issue facing teachers and how to deal with non-prescriptive generation of teachers Of their own professional accomplishments and teaching wisdom, the following “non-preset generation ” teaching fragment gave me a lot of inspiration: (fan-shaped area of the teaching fragment) Example, as shown in Figure 1, the fan-shaped