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当前,我们的语文课堂提问存在着许多问题,比如:1、提问肤浅,看上去场面非常热闹,老师的问题一出口,学生便异口同声回答,表面上所有的学生都会,但是实际上却什么也没学到;2、提问过难,听课经常会碰到这样的现象:老师所问的问题高深莫测,可学生却云里雾里,不知从何答起;3、提问带有惩罚性质,比如,有的教师发现某一学生上课思想开小差,就会借机发问?……这类弊多利少的提问,对学生而言还不如不问。其实我们每一位语文教师都明白:语文课堂的教学效果在很大程度上是与教师的课堂提问息息相关的。我们每一个语文教师都应当多多关注语文课堂提问的有效性问题。作为年轻教师的我,学校、领导、自身各方面都要求我必须尽快学会怎样“有效提问”。在平时的语文课堂教学实践中,我做了以下尝试。
At present, there are many problems in our language classroom. For example: 1. The question is superficial and the scene looks very lively. When the teacher’s question is exported, the students respond in unison, and all the students on the surface will, but in reality they have nothing. Learning; 2. Questioning is too difficult. Classroom lectures often encounter such phenomena: the teacher’s questions are inscrutable, but students can’t know where to answer; 3. Questions are of a punitive nature, such as Some teachers find that a student is thinking about the difference between classes, and they will take the opportunity to ask questions.... These kinds of questions are more and less useful, which is better for students than not asking. In fact, each of our language teachers understands that the teaching effectiveness of the Chinese language classroom is, to a large extent, closely related to the teacher’s classroom questions. Each of our language teachers should pay more attention to the validity of questions in the Chinese language classroom. As a young teacher, my school, leadership, and my own needs require me to learn how to “effectively ask questions” as soon as possible. In the usual Chinese classroom teaching practice, I made the following attempts.