“生成”是课程改革倡导的一个重要理念,是师生、生生在互动 中,从心与心的交流中,从思与思的碰撞中,从情与情的触摸中滋生 出来的宝贵资源。可是,面对纷至沓来的课堂生成,有的教师却缺少 高超的调控艺术和引领技巧,以致于在追求生成的精彩中迷失了方 向,出现了教与学失衡的现象。 一、“生成”游离了文本 案例:《认识乘法》教学 执教者在上课一开始就创设了一个生动的情境,出示了动画片 般的精彩画面:动物园的一角。教师让学生观察画面并提出:“你发 现了什么?”学生经过观察后踊跃发言: “Generation” is an important idea advocated by the curriculum reform. It is a precious resource that teachers and students breed from the touch of love and affection in the interaction between heart and heart, from the collision of thoughts and thoughts. However, in the face of a lot of class-building in the classroom, some teachers lack the superb skills of controlling and leading skills, so they have lost their way in the pursuit of the resultant spirits and a phenomenon of imbalance between teaching and learning has emerged. First, the “generated” free text Case: “Understanding multiplication” teaching coaches in the beginning of the class to create a vivid situation, produced animated highlights: a corner of the zoo. The teacher asked the students to observe the picture and put forward: “What did you find out?” After the students had observed, they said enthusiastically: