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在有些课堂中,我们时常听到:“你能”“你可以”“你是不是”等是非判断的问题,或者关于事实信息的记忆,学生没有多大思考的余地;有的学生认为问题太复杂,甚至不举手。这样师生间难以形成有效的沟通,造成课堂思维的断层,使学生的思维产生惰性,日积月累势必将学生的思维禁锢在浅层次的认知领域。因此,课堂上要促进不同能力学生思维的发展,我们不仅要提出合理的问题,更要关注学生思维深度的挖掘,结合教学目标,提出有一定思
In some classes, we often hear: “Can you ” “Can you ” “Are you ” is not a matter of judgment, or memory of factual information, there is little room for students to think too much; Of students think the problem is too complicated or even not to show up. This makes it difficult for teachers and students to form effective communication, resulting in a breakdown of classroom thinking and inerting of students ’thinking. It is bound to confine students’ thinking in the shallow cognitive field over time. Therefore, in order to promote the development of students ’thinking in different abilities, we not only have to put forward reasonable questions, but also pay more attention to the excavation of students’ thinking depth and put forward some ideas