近几年,关于“预设”和“生成”的话题很多。尽管这方面的研究也比较深入,但我们还是发现,面对学生提出的各种各样的问题,不少教师还是显得有些力不从心,不能根据实际情况有效地组织学生的数学活动。自然而机智地处理课堂教学中的生成资源,依然是我们需要关注的课题。以下仅就几则案例谈谈自己的一些思考。一、在质疑与释疑中捕捉生成点教师作为课堂教学的组织者和引导者,应及时而巧妙地抓住教学中生成的资源,适时引导学生展开质疑和探索,完成 In recent years there has been a lot of talk about “presets ” and “build ”. Although the research in this area is also more thorough, we still find that in the face of various problems raised by the students, quite a few teachers still find it rather powerless to effectively organize students’ mathematical activities according to the actual situation. Naturally and intelligently handling generated resources in classroom teaching is still a subject that we need to pay attention to. Here are just a few cases to talk about some of their own thinking. First, to capture the generation point in questioning and misunderstanding Teachers as the classroom organizer and guide, should be timely and cleverly grasp the resources generated in teaching, timely guidance students to start questioning and exploration, to complete