课堂教学是千变万化的,再好的预设也不可能预见课堂上可能出现的所有情况,更多的时候我们都会遭遇和预设相距甚远的问题。在这种情况下教师除了机智应对外,还可以合理运用现代信息技术将这些课堂生成性问题处理成帮助学生进步的契机,达到更好的教学效果。一、收集事实,统计数据类生成性问题的处理策略在科学探究活动中,学生收集完事实后就要进行下一个环节——分析事实。分析事实是科学探究中最具科学思维含量的一个教学环节,一般先要对收集的事实做 Classroom teaching is ever-changing, even the best presets can not anticipate everything that might happen in class, and more often we encounter problems that are far from preset. In this case, in addition to witty teacher response, but also the rational use of modern information technology to deal with these problems generated by the classroom as an opportunity to help students progress to achieve better teaching results. First, the collection of facts, statistical data generation strategies to deal with the problem In scientific inquiry activities, students collect the facts after the next link - the analysis of the facts. Analyzing facts is a teaching link with the most scientific thinking content in scientific inquiry. Generally speaking, the facts collected must first be made