我们看到,在探究性活动中,很多老师往往只重视预设的探究问题与活动,而对课堂活动中生成的预设之外的新的,哪怕是有价值的问题则采取回避的态度。他们认为,纠缠于这些生成性问题,会使课堂教学显得零碎散乱,旁逸斜出,不利于知识层面上的重点、 We have seen that in inquiry activities, many teachers often only focus on presuppositions of inquiry questions and activities, and adopt a evasive attitude toward new, even valuable issues, that are not new to the presets generated in classroom activities. In their view, entanglement with these generative problems will make classroom teaching seem fragmentary, and besides, it will be detrimental to the focus on the knowledge level.