How to deal with the "presupposition" and "generation" of classroom teaching resources? \x0d\ A: \x0d\ 1。 Make full presuppositions before class. \x0d\ Before teaching a new lesson, you should fully preset the answers or questions that may appear in the teaching. When designing, I often assume that I am a student and ask myself two questions: 1. Do I want to take this course? 2. Will I solve these problems? Fully stand on the students' point of view to presuppose possible problems, so that the designed course can be more convenient for students to learn. \x0d\ Second, generate flexible processing. \x0d\ Of course, completely preset teaching does not mean that we should follow the preset steps step by step. Students are vivid lives, and we can't limit students' active thinking with fixed teaching plans. \x0d\ Therefore, presupposition is the basis of generation, and generation is the sublimation of presupposition. Handle the relationship between the two, make the best use of the situation, reach the preset and promote its formation. Teachers' intelligence is embodied in "careful presupposition" and the spark of interaction between teachers and students is displayed in "dynamic generation", so as to achieve the balance between "careful presupposition" and "dynamic generation" and let "dynamic generation" bloom wonderful teaching on the basis of careful presupposition.