摘要
高中语文教学的预设是生成的基础,生成是预设的提高,二者相辅相成。没有预设的课堂教学是粗糙的、散漫的,也是低效的。没有生成的课堂教学是呆板的、了无生气的、没有智慧的,也是无法提高教学效率的。对于教学预设和课堂生成的辩证关系研究有助于教师课前做好弹性预设,课堂教学中善于关注学生的反应,及时抓住生成的教学资源,并能适时调整或改变预设的方案、对预设的教案进行动态修正,让预设和生成和谐共存于课堂教学中,师生共同演绎精彩而富有活力的课堂。
Presupposition in senior high school language teaching is the basis of generation,while generation is the improvement of presuppostion,and the two complement each other.The classroom teaching without presuppostion is rough,undisciplined,and inefficient,and classroom teaching without generation is dull,lifeless,without wisdom,which is also unable to improve teaching efficiency.Study on the dialectical relations between presupposition and generation can help teachers make elastic design before class,pay attention to students＇ response in classroom teaching,catch generating teaching resources and adjust or change presupposed scheme timely,correct the presupposed design curriculum dynamically to make presupposition and generation coexist harmoniously in classroom teaching and help teachers and students create wonderful and dynamic classroom.
出处
《天津师范大学学报（基础教育版）》
2012年第2期51-54,共4页
Journal of Tianjin Normal University(Elementary Education Edition)
基金
中国教育学会"十一五"科研规划重点课题"名师教学思想与教法研究"子课题(SD0213)
关键词
语文教学
预设
课堂生成
language teaching
presupposition
classroom generation
