Dynamic generation makes mathematics classroom more dynamic. The so-called dynamic generation means that in the cooperation, dialogue and collision between teachers and students, new problems and situations that teachers have not planned at present are generated, and different values are displayed according to different treatment of teachers, so that the classroom is in a dynamic and energetic process to satisfy students' desire for inquiry. It requires us to re-examine our classroom teaching from the height of life. From teacher-centered to teacher-student interaction, from mechanical rigid linear teaching to open, real and flexible plate teaching, from loyal followers of teaching materials to developers and creators of courses, the new classroom presents new characteristics of vigorous and colorful dynamic changes. With the implementation of new curriculum standards, teachers pay more and more attention to the dynamic generation of classroom teaching. So how can teachers better stimulate the generation in the classroom? To this end, in my classroom teaching practice in recent years, I have made some meaningful attempts by using scientific strategies. The dynamic generation in the classroom makes mathematics more energetic. The specific feelings are as follows:

First, the dynamic classroom should be fully preset.

The ancients said: everything is established in advance, and it is abolished if it is not planned. Presupposition is the premise of generation, and it is also an extremely important foundation. The new curriculum emphasizes the generative nature of classroom teaching, but it does not mean that teachers and students can expand students in the classroom. On the contrary, it puts forward newer and higher requirements for presupposition. The new curriculum standard requires that presupposition can really pay attention to students' development and individual differences, and requires teachers to carefully design teaching plans. Students' position in classroom activities, including learning interest, enthusiasm, attention, learning methods and ways of thinking, cooperation ability, expressing opinions, putting forward viewpoint questions and even wrong answers, are all generative resources in the teaching process. This requires teachers to unfairly set cognitive goals, but also pay attention to ability goals and emotional goals in teaching design. When preparing lessons, teachers must fully consider the possible situations in the classroom and the handling strategies for each situation, such as how to present the teaching content. What does the student union say: how should I lead? How to connect the questions? Are students interested? Do you have any feelings to express? What are the possible life experiences? By analogy, an "elastic" scheme is formed, so that the whole "preset" has greater tolerance and freedom, and the classroom can be "generated".

In a word, the generative nature of teaching process puts forward newer and higher requirements for teaching presupposition. Only when teachers fully understand students, creatively grasp teaching materials, effectively develop curriculum resources, make ingenious presuppositions in an eclectic way, promote the generation intelligently with presuppositions, and take the first step of dynamic generation, will the generation be more exciting and effective.

Second, dynamic generation must be good at grasping opportunities.

The generation and cultivation of wit is one of the important contents of innovative education classroom teaching. Its main function is to design classroom teaching flexibly and skillfully, deal with classroom teaching problems reasonably, and correctly guide students to carry out innovative learning. In the process of exploring and solving problems independently, students will certainly generate many unexpected resources from teachers. At this time, teachers should pay more attention, observe attentively, be good at capturing and selecting new resources in students' answers, and integrate and refine these useful resources to produce some new methods of games and activities, so as to achieve teaching goals through students' practice (communication, display and competition). Of course, for some resources that are not conducive to the achievement of teaching goals, teachers should make necessary responses to let students know that only resources that are helpful to teaching are used in class, which is not helpful to this class, but students can share what they like with you after class.

1. Grasping is short-lived.

In teaching, we often encounter some unexpected situations. If teachers do not pay attention to these episodes, it will not have a great impact on the teaching effect, but if handled well, it can be an effective means to break through the teaching difficulties. In the review class that teaches fractional multiplication and division, find the score of this band. I ask students to discuss in groups on the basis of independent thinking. Many students think that the numerator should be the common multiple of 15 and 12, that is, 60, 120, and the denominator should be the greatest common divisor of 14 and 35, so the result will be an integer. The final score is 7/60 or 8 4/7. This answer conforms to the meaning of the question and the original intention of the questioner. At this time, a student said to me: Teacher, I still have my own ideas. Of course, I gave him an appreciative look, because the band scored more than 8 and less than 9. Multiplied by a number close to 14/ 15, the result is an integer, so the integer must be 8, so the band score is 8 divided by 14/ 15=8 and 4/. Well, I can't help applauding his knowledge integration and generation. This small rule generated in calculation can solve the difficulties in teaching, which shows that teachers should seize the fleeting time in teaching, constantly generate new knowledge and new rules in the learning process, and lead our students to break through the difficulties. 2. Seize innovation.

Innovation is the essential attribute of education, and education itself should be constantly innovated. In classroom teaching, teachers should not only actively innovate, but also be good at discovering and capturing students' innovative performance, accurately grasp the innovative points and their values, and give full play to the role of innovative points in promoting students' development. For example, when reviewing "graphic area", I just sorted out the calculation methods of various graphic area formulas with my children, and a voice sounded: "Teacher, I have found something new!" Although he can't always raise his hand before expressing his opinion, I motioned him to continue. "I can think of all the figures as trapezoid, and then use the area calculation formula of trapezoid." He said proudly, I smiled happily. This method is really good. So I went with the flow and let all my classmates verify his method. A stone stirred up a thousand waves, and the children were in high spirits, and the originally boring practical class became active.

Third, constantly reflect and optimize the dynamic generation.

Classroom generation is an educational resource created by every living body in the process of lively activities. Teachers should constantly reflect and correct whether the students in the classroom have done their best, whether they are more confident and relaxed in the follow-up study, and also constantly reflect on the dynamic generation teaching in the classroom. Let classroom dynamic generation teaching be constantly optimized, improved and advanced in reflection!

For example, when teaching the characteristics of rectangles, I first let students draw a rectangle freely. Some students draw accurately, but some students draw badly. I selected a few well-drawn ones to show them, and then asked the students to observe and discuss the characteristics of these rectangles in groups.

After class, I reflected on the teaching effect of this class. I always feel that students lack energy and fun in learning machinery in class. Looking at these poorly drawn rectangles, I found a new teaching idea. In another class, I took out these poorly drawn rectangles and asked my classmates to help me find out why they were not well drawn. In this way, the students discussed word for word, and their enthusiasm for learning was extremely high, and the teaching effect was far better than that of the last class.

In a word, the dynamic generation teaching of mathematics classroom highlights the dynamic generation of classroom teaching, changes the default to generation, and makes the classroom focus move down, closer to reality and life. As long as we are good at capturing and improvising, creatively discovering dynamically generated resources, giving full play to students' creativity, making them truly masters of learning, and constantly exploring and thinking in our teaching, then our mathematics classroom will be more innovative!