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宋朝教育家张载说过:“学则须疑。”“疑”是学习的开端,思维的动力,课堂设问是为提高教学效益很值得研究的一个课题。本文就设问的种类和原则谈一点认识和体会。一、课堂设问的种类 1、引入新课的设问引入新课是教学程序的第一环,新课引入是否顺利,关系到整节课的教学成败,通过设问巧置悬念,使学生产生探究问题底蕴的强烈愿望,例如讲授机械能守恒定律时,教师可先演示“铁球碰鼻”的实验(取一个铁球作为摆锤,用细绳悬挂起来,把铁球移离平衡位置,靠近实验者的鼻尖,然后放手,当铁球落过后又荡回来时,十分靠近鼻尖,却不会碰着),然后提出问题;为什么在大铁球撞向鼻子时老师一点也不怕呢?由这个问题引入课题,学生的思维就很活跃,又如电动势课题的引入,可采用教师先演示将同一小灯泡分别接在
Zhang Zai, an educator of the Song Dynasty, said: “Studying is doubtful.” “Question” is the beginning of learning, the driving force of thinking, and classroom questioning is a topic worth studying for improving teaching effectiveness. This article talks about the types and principles of questioning and discusses it. First, the type of classroom design, the introduction of new classes to ask the introduction of new courses is the first cycle of teaching procedures, the introduction of the new class is smooth, related to the success or failure of the entire class of teaching, through the clever suspense, so that students If there is a strong desire to explore the underlying issues, for example when teaching the conservation of mechanical energy, the teacher may first demonstrate the experiment of “iron ball touching the nose” (take an iron ball as a pendulum, hang it with a string, and remove the iron ball from its equilibrium position. Near the tip of the experimenter’s nose, then let go. When the iron ball falls and then swings back, it’s close to the tip of the nose, but it doesn’t touch.) Then ask the question. Why isn’t the teacher afraid when the big iron ball hits the nose? This problem is introduced into the subject, the student’s thinking is very active, and if the subject of electromotive force is introduced, the teacher can demonstrate that the same small light bulb is connected to the