在我们的课堂中,经常会呈现如下的课堂尴尬:教师认为学生该多元生成的时候,学生却思维定式,遭遇“寒流”;课堂上需要探究的知识,学生却早泄谜底,让教师精心设计的教学环节大打折扣;有时面对学生提出的挑战性问题,教师显得无所适从,要么不作评价,要么敷衍搪塞。究其原因,问题出在教师对学生、教材的分析流于形式,同时也缺乏对课中生成问题的充分预设和必要思考, In our classrooms, we often find the following classroom awkwardness: When teachers think that students are multi-generation, students think stereotyped and encounter “Cold Flow ”; the knowledge that students need to explore in class; Design teaching aspects greatly reduced; sometimes faced with the challenges posed by students, teachers seem confused, either without evaluation, or perfunctory. The reason, the problem lies in the teacher’s analysis of students, teaching materials in the meantime, but also the lack of full presupposition and necessary thinking of the problems generated in the class,