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古人说:“学贵知疑,小疑则小进,大疑则大进,疑者觉悟之机也。一番觉悟,一番长进。”所以,质疑问难是培养学生发现疑点,激发求知欲望,形成探究新问题能力的一种比较有效的教学方法。但是,目前多数教师在教学中,尽是教师提问学生,很少让或不让学生向教师提问题。究其原因,不外有四怕:一怕学生打乱了讲课系统;二怕学生追根问底教师答不上难为情;三怕学生乱问,离题太远收不住,达不到教学目的;四怕耽误时间完不成教学任务,影响授课进度。这是长期以来注入式教学的旧框框束缚着教师的手脚,影响学生思维的发展。最近,我通过听课发现了一些教师在教学中,打破了这个旧框框,注意了对学生质疑问难能力的培养,其做法有五: (1)教师在教学中,能够注意多给学生做出质疑问难的示范,多给学生创造质疑问难的条件,在“引疑”,“留疑”、“思疑”、“解疑”上下功夫;
The ancients said: “Your knowledge of suspicion, small doubt small advancing, big suspicion is big, the suspect is also the machine of consciousness. Some enlightenment, some grow.” Therefore, the challenge is to train students to find doubtful point, stimulate desire for knowledge, Form a more effective teaching method for exploring the ability of new problems. However, at present, most teachers in teaching, teachers do ask questions, rarely or not allow students to ask questions to teachers. The reason, but there are four fear: a fear of upsetting students lecture system; second fear of students to follow the teacher asked not embarrassed; third afraid of students ask too much, too far away from the problem, can not reach teaching purposes; Four afraid to delay the completion of teaching tasks, affecting the progress of teaching. This is the long-standing implacable teaching of the old frame bound teachers' hands and feet, affecting the development of student thinking. Recently, I discovered through lectures some teachers in teaching, broke the old box, pay attention to the students questioned the ability to develop, the practice of five: (1) teachers in teaching, to give more attention to the students to make difficult questions Demonstration, and more to create the conditions for students to question and ask difficult, in “Doubt”, “Doubt”, “suspicion”, “resolve”