In the usual classroom, we often encounter some accidents, especially in today's new curriculum, which advocates scientific inquiry learning, teacher-student interaction and equal dialogue. Many teaching "accidents" are common in our classroom. Some teachers lamented that students nowadays are becoming more and more disobedient and are "messing around". When an accident happens in the classroom, do you try your best to guide back to the preset track or correct the mistake? Someone once said: As a teacher, we should be good at capturing all kinds of valuable information produced and changed in classroom teaching, regard it as a living educational resource, and strive to create conditions to support and cultivate it, so as to make the spark burn brightly. In reality, how should we handle these problems?

First, in the face of "accidents", teachers should establish a sense of classroom resources and make effective use of valuable resources.

To establish the awareness of classroom resources is to believe that students can generate valuable teaching resources in the teaching process. In other words, unexpected situations in classroom teaching are regarded as available teaching opportunities. The new curriculum concept transcends the narrow concept of "teaching materials are the only curriculum resources" and establishes new concepts such as teachers are courses, students are courses, and teaching environment is courses. Therefore, the current classroom teaching is no longer a process of "teaching materials" and "teaching plans", but a process of innovation and development. Classroom teaching is increasingly diluting the linear and preset-oriented teaching design, ignoring students as curriculum resources, and paying more attention to using the teaching resources generated by students in the classroom as learning materials, making the classroom a dynamic and generative process.

In teaching, the sudden "disturbance" at first glance seems to be completely useless whimsy. But when we really pay attention to it and study it, we will find that there are many classroom resources with great teaching value hidden in these "complications", which may be the highlight of the whole wonderful classroom. Therefore, when there is an accident in classroom teaching, teachers should establish the consciousness of "this may be a good teaching opportunity" regardless of their views, opinions and contents. I remember in an open class, a teacher asked the students to discuss what linear equations are, one of which is 2x+2( 1-x)=0. Some students said yes, while others saidno. At that time, many teachers were listening to the class, and the teachers were too nervous to discuss this topic. They just said that we would solve this problem after class. In fact, a wonderful conversation should start from this place. Because different answers will definitely lead to controversy, "what about other students' views?" "Such questions throw new questions at students, encourage other students to think further, encourage students to actively participate in discussions, ask questions and express various opinions, form interactive exchanges between teachers and students, ensure that students are more interested and motivated, and maximize teaching benefits.

Second, in the face of "accidents", teachers should improve their teaching tact, seize the opportunity to teach and resolve embarrassment.

Makarenko said: "One of the necessary characteristics of educational skills is the ability to improvise. With this quality, teachers can avoid being rigid and formulaic, evaluate the situation and characteristics here and now, and find appropriate means. " Teachers' adaptability is the concentrated expression of educational wit, which we can't design in the scheme. In the face of "accidents", if teachers can improvise and transfer skillfully, they can turn the blame into advantage and turn the disadvantage into advantage.

We are most afraid of unexpected problems and embarrassing events in class, especially in open classes. However, accidents and "derailment" in class are inevitable, and the key is whether our teacher handles them properly. Although we can make full preparations before class, it is impossible for a prescient teacher to predict the occurrence of accidental situations in class; No matter how careful the lesson plan is, it is impossible to design specific solutions and steps in advance for unexpected situations. Because the classroom is a dynamic process, full of many uncertain factors, what's more, classroom teaching is a two-way communication activity between teachers and students, and teachers are facing real people. Teachers can't fully foresee the development of students' thinking and emotional communication.

But sometimes, due to some subjective and objective reasons, teachers are not confident enough and worry too much about accidents. They are either worried that they can't complete the preset teaching tasks, or they are worried that their knowledge is not wide enough or their ability can't control the whole classroom, so they dare not face up to these "accidents". They often cleverly avoid "embarrassing scenes" by means of "avoidance" and try to "nip in the bud" as much as possible in order to make this. This will not only reduce students' curiosity, but also stifle students' enthusiasm for learning, leading to lazy students who are diligent in thinking. In fact, it is these accidents in class that show that our students have personality and thoughts; It is these accidents that make our classroom refreshing; It is these accidents that inspire students' innovative thinking sparks and make our teaching process truly a process of learning from each other. As long as the teaching wit of immediate response is improved and the teaching is carried out without losing the opportunity, we will certainly be able to "turn hostilities into friendship."

Third, in the face of "accidents", teachers should "take learning as teaching"

The concept of "student-oriented development" has also been deeply injected into the soul of every teacher. In teaching, we should take students as active explorers of knowledge and give them the right to study, the time to think, the process to do and the opportunity to speak. Firmly establish the concept of "teaching serves the development of students". As a teacher, in the face of "accidents" in the classroom, only by flexibly adjusting classroom teaching and "taking learning as teaching" can there be a spiritual collision between teachers, students and students, so as to achieve the goal of consensus, sharing and common progress and truly revitalize the classroom.

Teachers are "reorganizers" in the teaching process and promoters of "dynamic" generation. The lesson plan is not a stereotyped "script", but a manuscript that can't draw a full stop, and it has been in the dynamic development of self-correction and self-improvement. In teaching, students are limited by their own knowledge level, and it is normal for them to have some wrong ideas in the process of thinking. This requires teachers to start from the wrong ideas that accompany the teaching process, guide them, lead to correct ideas and draw logical conclusions.

Fourth, in the face of "accidents", teachers should control their emotions with reason and face them correctly.

There are also accidents in the classroom that are completely divorced from the teaching content. I think first of all, teachers should avoid getting angry and keep calm. "No matter the wind or rain, it is better to walk", which is one of the principles of applied teaching wit. Calm, can make our minds clearer, thinking more agile, inspiration comes out instantly, and teachers can guide students correctly and effectively. Otherwise, it will only lead to emotional opposition between teachers and students and tense classroom atmosphere. If teachers encounter these "small episodes" and feel helpless, they will even put on a shelf of teachers' dignity to suppress students, which just reflects the incompetence of teachers.

If students' accidents cannot be transformed into teaching resources, teachers need to deal with them with an understanding attitude. After all, this accident is not what the students want. Instead of simply criticizing, accusing and mocking, they should use love to restore their original comfort and security. Only when they feel the deep humanistic concern can they seriously devote themselves to classroom learning again.

The classroom is ever-changing, as Professor Ye Lan once said, "The classroom should be a journey to an unknown direction, and it is possible to find unexpected paragraphs and beautiful scenes at any time, rather than a fixed route without passion."

With the enhancement of students' subjectivity and autonomy in the classroom, the opportunities for students to ask questions, refute and argue are greatly increased. All these require teachers to learn to listen and become loyal "listeners" of students. In the process of listening, they find the focus of students' confusion, the deviation of understanding, the creativity of opinions and the value of criticism. These "accidents" may disrupt the pace of teaching, but many wonderful things that have not been reserved will come unexpectedly.