直以为一堂课的成功与否,教案的编写很关键。所以每次上课前我总是通过看书、上网、看电视等方式搜资料、找案例,从教学环节的设计、内容的展开等方面尽可能地精心编写教案,力求课堂教学过程完美、课堂教学任务圆满完成。但在具体的课堂教学中,往往会遇到一些“不速之客”(预设外的问题、学生的错误答案等),它们会有意无意破坏课堂教学的有序性,使课堂教学偏离了教案,甚至使自己乱了方寸。教案成了真正的摆设,它所能起的作用仅仅是帮助我熟悉教材而已。那么,课堂教学中我们该怎样对待这些“带有破坏性”的“不速之客”呢?我以为,对待“课堂意外”应做到以下三点: Whether the success of a lesson is straightforward or not, the preparation of lesson plans is critical. So every time before class, I always searched for information and found cases by reading books, surfing the Internet, watching TV, and so on. As far as possible, I carefully compiled lesson plans from the design of the teaching link and the development of the content, and strived to perfect the classroom teaching process and classroom teaching tasks. Completed successfully. However, in the specific classroom teaching, some “uninvited guests” (preset problems, student’s wrong answers, etc.) are often encountered. They intentionally or unintentionally destroy the orderliness of classroom teaching and make classroom teaching deviate from the lesson plan. , and even make themselves chaos. The teaching plan has become a real decoration. Its role is only to help me become familiar with the teaching materials. So, how should we deal with these “destructive” “uninvited guests” in class teaching? I think that there are three things to do when dealing with “class accidents”: