第二部分概述了课堂教学预设与生成概念的界定、理论依据、实践意义；

Part Two summarizes presupposition and generativeness in terms of their definitions, theoretical basis, and practical significance;

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随着新课程的实施，对于课堂教学预设与生成的研究比较多，但鲜有人比较系统的将该研究应用于化学学科层面。

With the implementation of the new curriculum, more and more studies are on class predetermination and generation, but few systematic studies are used in chemical disciplines.

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