预设体现教学的计划性,生成体现教学的动态性和开放性,两者是辩证的对立统一体。课堂教学是不断变化的动态过程,教师追求的是预设与生成之间的一种动态平衡。本文通过具体案例探讨了预设与生成的关系,提出了学生主动参与、探究创新的教学策略,以期实现课堂的多元交流,以提高教学质量。 Predefined teaching reflects the planning, generation reflects the dynamic and open teaching, the two are the dialectical unity of opposites. Classroom teaching is a dynamic process of constant change. Teachers pursue a kind of dynamic balance between presetting and generating. In this paper, we discuss the relationship between presupposition and formation through concrete cases, put forward the teaching strategies of students’ active participation and exploration of innovation, with a view to achieving the diversified communication in the classroom so as to improve the teaching quality.