First, it is carefully preset and instantly generated.
In the course life, teacher-student interaction and student-student interaction constantly generate new teaching resources, teaching contents, teaching procedures and even new teaching objectives in the collision of life bodies. Classroom is no longer a stage for explaining lesson plans. Teachers should cherish the changes of students' learning needs, and make teaching a flexible regulation process combining careful presupposition with immediate generation.
[Teaching clip 1]: Calculation of application problems
Supermarket biscuit 4 yuan, instant noodles 2 yuan, fruit candy 5 yuan, chocolate 6 yuan, gift box 20 yuan. Xiaohong brought 18 yuan and asked what she could buy.
The students' answers are varied. Some of them have run out of 18 yuan, some have run out of 18 yuan, some have bought one commodity, and some have bought several commodities. Some people buy several pieces of one commodity, while others buy several different commodities.
Teacher: The students are so clever that they have come up with so many good methods.
Health 1 (quietly): I have another way. 18 yuan can buy gift boxes.
Student 2 (shaking hands excitedly): Gift box 20 yuan, Xiao Hongcai 18 yuan, how to buy it?
Health 1 (timidly): Yes, Xiaohong only has 18 yuan, but she can let her aunt sell it to her more cheaply. I often go shopping with my mother, and the aunts in the store have discounts. If this aunt is not favorable, Xiaohong can go to other stores.
Teachers and students are lost in thought ...
Second, adjust the preset and generate wit.
Bloom once said: "People can't predict the all-round results of teaching. Without unexpected results, teaching will not become an art. "Classroom is like a network, students are nodes on the network, and these nodes are all active. Every student has his own opinion on a problem, and in the process of communication, students will produce new views. In the process of implementing the preset teaching plan, teachers can capture students' questions, ideas, unique opinions and other wonderful moments at any time, adjust the preset in time, conduct effective teaching organization activities and guidance, and the classroom will naturally become full of vitality. Only in this way can teachers and students release the vitality of life, shine the light of wisdom and release their independent personalities in the classroom.
[Teaching Fragment 2]: The teaching extension of designing "cuboid and cube volume"
Teacher: You have learned to calculate the volume of cuboids and cubes, so how do you calculate the volume of some irregular objects? Let's study the volume of potatoes.
Health 1: Pour an appropriate amount of water into the measuring cup, record the volume of water, then soak the potatoes in the water to see what the current volume is. Subtract the two volumes to know the volume of potatoes.
Health 2: My method is simple. Just weigh it.
(Some students immediately retorted that it can only be called quality, not volume. )
Teacher: It's the first time I've heard of it. Can you tell us how to call it?
Raw 3: 1 kg water is 1 m3. If you know how many cubic decimeters 1 kg the potato is, you can calculate the potato volume by weighing the quality of the potato.
Health 4: Yes, yes. I read in my brother's book, "1 kg of potatoes is equal to how many cubic decimeters", which is the specific gravity of potatoes, and the volume is equal to the mass divided by the specific gravity.
The way students calculate the "potato volume" is amazing. Although the method of "weighing" the paper is reasonable, it is beyond the teacher's expectation. The success of the students' exploration gave us a wonderful experience without an appointment.
Third, give up presupposition and create generation.
Classroom teaching is ever-changing, and no matter how good the presupposition is, it is impossible to foresee all possible situations in the classroom. The generative teaching advocated by curriculum reform not only requires teachers to have the ability of improvisation, but also requires teachers to respect students' subjectivity in the process of improvisation. Therefore, in classroom teaching, teachers should reasonably deal with the phenomenon beyond the preset, leave room for students, provide conditions for generation, and encourage students to create generation.
[Teaching Link 3]: Understanding of Teaching Tank
Teacher: Today we will continue to learn three-dimensional graphics. What are you going to study?
Health 1: I'll learn cylinders first.
Health 2: I'm going to study the remaining cylinders, cones and spheres together, because they are all curved surfaces, and there must be similarities.
Health 3: It may be too late. However, such research may be more convenient, so I suggest to study cylinders and cones first.
Teacher: (accidentally throwing the "ball" to the students) What do other students think?
Other students: study cylinders and cones!
Teacher: What are you going to learn?
Health 4: Like a cuboid, study the characteristics of "edge", "vertex" and "face".
Health 5: You can also study "Gao".
Health 6: It can also be compared with cuboids and cubes.
Teacher: You can study independently, cooperate in groups, and think independently before group communication.
In the above-mentioned teaching process, when the students' self-selected learning objectives deviate from the teachers' pre-class presupposition, the teachers decisively give up the presupposition to satisfy the students' desire to explore, which has received unexpected results.
In teaching, teachers should constantly reflect on their own teaching behavior, be good at capturing dynamic teaching resources and creating dynamic classroom teaching. Only in this way can teachers and students release the vitality of life, shine the light of wisdom and stimulate independent personality, and the classroom will inevitably surge with the spirituality of life.