How to deal with the relationship between presupposition and generation in the preparation of physic

1.Presupposition and generation are the unity of opposites, and it should be said that all teaching activities are the unity of opposites of presupposition and generation. Classroom teaching needs both preset and generated, and preset and generation are the two wings of classroom teaching, and one is indispensable.

Presupposition is the behavioral preparation for imparting knowledge, and generation is the process of constructing knowledge activities, and the two are interdependent, complementary and complementary. If there is no careful design, it is difficult to have a wonderful generation of 80. On the contrary, if the generative nature of teaching is not valued, then the teaching presupposition is necessarily a passive, closed process.

Therefore, in the practice of physical education teaching, teachers should correctly handle the relationship between presupposition and generation, foresee generation in preset, deal with generation in accident, and enhance teaching value in generation.

2.Presupposition generation of physical education teaching Preset generation is a kind of pre-prediction of possible events or problems, which is planned by teachers in teaching presets. Preset processes: Teachers have difficulty predicting what will be generated.

But it is possible to foresee when generative events will occur and the general direction of their development. In fact, when we consciously use learning styles such as autonomy, cooperation, and self-determination, we are presupposing and expecting a teaching to be generated. Preset generation is extremely valuable for mobilizing students' active learning, constructing knowledge, and cultivating students' ability to find and solve problems.

3.The unexpected generation of physical education teaching is an unexpected generation of the teacher, and it is a generation without presupposition, which is not uncommon in physical education classrooms. Physical education teachers should not regard these extraneous branches as pedagogical heresy.

On the contrary, if we can seize the opportunity to generate and use educational wit to guide the situation, we can also produce good educational and teaching results.

The balance and breakthrough between generation and preset is an eternal master's question. Presupposition and generation are the opposing unity of argument and argument, and classroom teaching needs both presupposition and generation, and presupposition and generation are the two wings of classroom teaching, and one is indispensable.

The preset reflects the respect for the text, and the generation reflects the respect for the student; The preset reflects the planning and closure of teaching, and the generation reflects the dynamics and openness of teaching, and the two are complementary.

Teaching should not only pay attention to the logic and efficiency of knowledge learning, but also pay attention to the process and quality of life experience, but generation has both advantages and disadvantages to the achievement of teaching goals, so our classroom teaching is actually always trying to pursue a dynamic balance between presupposition and generation.

Brilliant builds are inseparable from the previous elaborate presets. All things are foreseen, and those who are not prepared are wasted. Presuppositions are a basic requirement for teaching, because teaching is a goal-oriented, planned activity.

Teachers must have a clear and rational thinking and arrangement of their teaching tasks before class, so they should pay attention to presuppositions.

1. Carefully "preset".

1. Accurately grasp the teaching materials. Textbooks are the embodiment of the "syllabus" or "standard" and the basic material for students' learning. Therefore, when analyzing the teaching materials and making teaching presets, teachers should reorganize the teaching materials appropriately according to the students' actual and personal teaching styles on the basis of in-depth understanding of the teaching materials.

Such a premise does not contradict the concept of the textbook, but also serves the students' learning well. 

2. "Generate" blank. In the traditional presupposition, in order to pursue the "perfection" of the lesson, the teacher will even design every sentence to be said in the class, and will never allow "extraneous branches" in the course of the lesson. In such a classroom, teachers seldom listen to students' real thoughts attentively and patiently, but blindly pull students' answers to preset answers.

The reason for this phenomenon is that teachers construct a "linear" teaching plan when preparing lessons, ignoring that classroom teaching should be a dynamic and complex process. Therefore, the preset should be flexible and appropriately "left white".

2. Rational "generation".

Classroom teaching is ever-changing, and no matter how good the preset is, it is impossible to foresee all the situations that may arise in the classroom, and no matter how good the teacher is, he cannot "grasp everything". In the face of questions in class, children always have their own discoveries from their own perspectives. "Horizontally viewed as a peak on the side of the ridge, the distance and the height are different", and the "generation" outside the preset is inevitable.

When the student's answer deviates from the teacher's presupposition, the teacher needs to flexibly choose, integrate or even abandon the original preset according to the actual situation, and randomly generate a new teaching plan, so that the static preset plan becomes a dynamic and flexible implementation plan. Getting the dynamics in the classroom right will not only not deviate from the teaching objectives, but will add luster to the previous presets.