Because some teachers have a one-sided understanding of dynamic generation, there are these phenomena in teaching practice: teachers weaken teaching presupposition in order to generate; Some teachers are obsessed with pre-class presupposition, dare not cross the line, and pay insufficient attention to the generation of dynamics. In view of the above phenomenon, I think teaching should not only pay attention to the logic and efficiency of knowledge learning, but also pay attention to the process and quality of life experience. Therefore, our classroom teaching is actually striving for the dynamic balance between presupposition and generation.
Presupposition is the basic requirement of teaching, because teaching is a targeted and planned activity. Teachers must have a clear and rational thinking and arrangement of their teaching tasks before class, so they should pay attention to presupposition. However, classroom teaching is a dynamic process. If teaching is carried out in full accordance with the "preset", students' learning autonomy will be ignored or ignored, and the classroom will be mechanical and inflexible. However, if we blindly pursue the immediate "generation" in the classroom, we will lose control and guidance, and there will be a phenomenon of "laissez-faire". Therefore, we should treat "presupposition" and "generation" rationally.
Presupposition success is the basis of effective classroom learning. "Preset" is the basis of "generation", and "generation" is the successful sublimation of "preset". They are the dialectical unity of contradictions and the two wings of classroom teaching. Presupposition is respect for text, and generation is respect for students; Presupposition embodies the planned and closed nature of teaching, while generation embodies the dynamic and open nature of teaching, which complement each other.
In practice, I think we must pay attention to the following points if we want presupposition to lay a good foundation for generation in generative teaching:
1. The preset should be targeted, and attention should be paid to the age characteristics and individual differences of students. After all, students are still children, their minds are not mature enough, and their understanding of many problems in life and society is superficial and emotional. But they are a lively group with ups and downs of ideas, and they have strong curiosity and thirst for knowledge about new things and things of interest. Therefore, when preparing lessons, teachers should be familiar with students' psychology and build a situation that conforms to students' intellectual development. Whether it is the presupposition of teaching links or the determination of classroom organization, we should give full play to students' subjective initiative, take care of students as much as possible, and make students the main body of teaching activities. This is also the starting point and belonging point of our lesson preparation. Will make assumptions about possible situations in the classroom and preset countermeasures to ensure the effective implementation of classroom teaching.
2. Attach importance to all kinds of classroom resources and rationally utilize and develop all kinds of curriculum resources. Textbooks are an important carrier to implement curriculum standards and achieve teaching objectives, and also the main basis for teachers to conduct classroom teaching. Therefore, the focus of dealing with textbooks is how to make good use of them. However, the teaching content is not equal to the teaching material content. In fact, textbook content is only an important part of teaching content, which comes from the comprehensive processing of course content, textbook content and teaching practice by teachers and students, including not only textbook content, but also resources generated dynamically by teachers and students in the teaching process. Therefore, the default focus of teachers should be how to "teach with textbooks" rather than how to "teach textbooks". It is necessary to give full play to teachers' creative ability and deal with teaching materials in a targeted manner, that is, to select, supplement or adjust the contents of teaching materials and process them.
3. The preset should be flexible and leave enough generating space.
First of all, the formulation of learning objectives should reflect flexibility. When setting open learning goals, in addition to * * * sexual goals, according to the principle of teaching students in accordance with their aptitude, the designated goals should vary from person to person, and students of different levels put forward different requirements. Secondly, the design of teaching content should be flexible. Textbooks only provide the most basic teaching content, and the scope of teaching content is flexible and extensive. As long as it is suitable for students' cognitive laws, all materials about man and nature, man and society, man and self, which are based on students' reality, can be used as learning content. Therefore, teachers should not only design some preparatory contents in advance, but also capture useful information in class in time and adjust teaching contents according to students' actual reactions. Third, the arrangement of teaching time should be flexible. Because of the exploration and openness of teaching activities, the time spent in each teaching link is unpredictable. Therefore, when designing teaching plans, we should leave room for the arrangement of time and adjust it at any time according to the students' performance in class. Finally, the design of exercises should be flexible. Let the students with learning difficulties eat well, generally raw and top students eat well. When designing exercises, we should follow the principle of "guaranteeing the bottom without capping" and design more "required exercises" and "optional exercises" to meet the needs of students at different levels.
4. The roles of teachers and students in teaching should be changed and a new concept of classroom teaching should be established. In classroom teaching, we should pay attention to students' experience and needs, and pay attention to the development and generation of students' needs. Therefore, teachers should carefully presuppose and make the classroom full of vitality. In fact, the classroom is for students, a stage for students to show themselves and publicize their personality, and a place for students to express themselves. A teacher is not a "director" above students, but a guide for students to show their individuality. Teachers should create a platform for students to show themselves, set off "ripples" in students' hearts, arouse students' "thousand waves" in class, and trigger "* * *" of thinking collision, so as to achieve the preset and produce * * * wonderful.
5. Teachers must strengthen their study, expand their knowledge capacity, and lay a solid knowledge reserve for themselves, so as to calmly cope with the constantly generated curriculum resources. "If you want to give someone a bowl of water, you must first have a bucket of water." Without a strong knowledge reserve, it is impossible to make detailed presuppositions, let alone the wonderful generation of classroom teaching.
Under the background of new curriculum, dealing with the relationship between presupposition and generation is the key to improve classroom teaching efficiency. Only by careful presupposition before class can it be dynamically generated in class. Presupposition and generation are not mutually exclusive or incompatible, but harmonious.