How to Tackle Generation Tactfully —— Reflections on Learning "Presupposition and Generation in Primary Mathematics Classroom" In the past teaching, many teachers often designed lesson plans carefully before class and followed the pre-designed lesson plans, paying little attention to students' development and their living conditions in class. This makes the "dead" lesson plan dominate and restrict the "living" students and curb their thinking and vitality in the classroom. In fact, the vitality and real value of teaching lies in the generative teaching under the preset. It is not a process of faithful transmission and acceptance, but a process of curriculum innovation and development, a process of teacher-student interaction, benign interaction and common development, and an organic integration of presupposition and generation. The content of generative teaching emphasizes that the classroom is a continuous "generative" teaching process, and in this process, some unexpected teaching accidents (accidental events) will inevitably appear outside the classroom "preset". It is particularly important for teachers to grasp generative resources in classroom teaching, which requires teachers to respond artistically with teaching wit. How to deal with teaching accidents in class wisely is a problem worthy of discussion. In class, teachers may have different answers to the same question, and even come to wrong conclusions. Does the teacher turn a blind eye or treat it warmly? If we choose the former, it is not conducive to students' active construction activities, nor to their active, harmonious and all-round development. The key to choose the latter is that our teachers should pay attention to seize the opportunity brought by this "error generation", patiently guide students to find problems and correct themselves, so that students can "generate" correct understanding, guide students to re-examine problems and "generate" new teaching resources, so that students' understanding tends to be correct, in-depth and comprehensive, so as to carry out good and energetic "generation" teaching. The solution is as follows: 1. Teachers carefully preset the so-called pre-compilation, otherwise it will be abolished. Before teaching, teachers should first understand students, so that the macro-design of this lesson is feasible; Before class, we should study the teaching materials, understand the curriculum standards and understand the students' mastery of these knowledge. Only by actively responding to the possible generative problems can teachers effectively and efficiently respond to the generative problems and reduce the phenomenon of being at a loss through active emergency plans. In this way, the teacher himself has enhanced his confidence. 2. Students' natural generation is not blind generation. Teachers should fully understand the existing learning level of students and carry out targeted teaching. Therefore, on the one hand, teachers should be good at asking challenging and valuable questions, and teach students in accordance with their aptitude with a full understanding of each child's characteristics. On the other hand, in addition to careful presupposition, teachers should also accept the generation with a sincere and tolerant attitude to create a good atmosphere for the generation of students' problems. A class lasts only 40 minutes, and some problems need to be carefully captured by teachers, respecting the choices of different students, allowing students to observe from different angles and then find problems. Teachers must clearly see that not all problems in the classroom are valuable to students' learning, and not all problems should be solved in the classroom. The emergence of classroom irrelevance can be diluted, and students can be gently told to study their own problems after class in a consulting tone. Let's learn from the "error method" and "delayed judgment method" in "Presupposition and Generation in Primary Mathematics Classroom". -When students make mistakes, teachers should analyze the mistakes with keen thinking, quickly judge the available value of the mistakes, while respecting the students, skillfully use the mistakes and turn them into resources intelligently. Therefore, teachers should not only learn to tolerate students, but also learn to appreciate students, tap and capture their wisdom and learn from them. These mistakes not only provide valuable resources for teachers' teaching, but also create opportunities for teachers to improve their teaching skills. Wrong, a beautiful flower! -Many valuable productions don't have to be processed on site, and the judgment can be delayed. Delaying judgment is not to avoid it, but to use it when the time is ripe. As long as teachers give full play to their teaching wisdom and effectively adjust every generative teaching detail, they can make the teaching process concrete, rich and substantial, make the teaching process full of change and agility, poetic and creative, induce the climax of the teaching process, explore the deep meaning of teaching, make teachers and students grow together and realize the true essence of teaching.