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巧妙的提问对于激发学生学习兴趣,促使思维,发展智力都具有积极作用。在教学实践中,我采用了以下几种提问方式。 一、诱导式提问 诱导式提问就是教师通过提问,诱导学生积极思维,开启学生心扉,使其产生浓厚的学习兴趣和强烈的求知欲望。运用这种方式提问,关键在“诱”,核心在“导”、这是因为,教学过程是教和学的辩证统一,学生是“教”的对象,又是“学”的主体:教师是课堂教学的组织者,因而是起主导作用的,如讲“奴隶社会代替原始社会是历史的进步”时,我这样发问:原始社会是建立在公有制基础上的一种没有剥削、没有压迫的社会制度,而奴隶制则是建立在私有制基础上的,奴隶主阶级对奴隶阶级的剥削和压迫惨无人道,怎么能说奴隶社会代替原始社会是历史的进步?学生在这一巧妙设问中产生了悬念,激发了情趣,集中了注意力,在一种强烈的求知欲和参与意识下,较好地进入课堂教学,从而提高了教学效率。 二、过渡式提问 过渡式提问就是教师在不同教学内容更替之时,通过提问搭桥铺路,使新旧知识有机、自然地起承转
Ingenious questioning has an active role in stimulating students’ interest in learning, promoting thinking, and developing intelligence. In teaching practice, I used the following questions. First, the inductive question Inductive question is the teacher through the question, to induce students to think positively, to open the students’ heart, so that they have a strong interest in learning and a strong desire for knowledge. The key to questioning in this way is “inducing” and the core is “guidance”. This is because the teaching process is the dialectical unity of teaching and learning. The student is the object of “teaching” and the subject of “learning”: the teacher is The organizers of classroom teaching thus play a leading role. For example, when “slavery society replaces the primitive society as historical progress”, I ask this question: the primitive society is a society without exploitation and oppression based on public ownership. Institutions, while slavery is based on private ownership, the exploitation and oppression of the slave classes by the slave-owner classes are inhumane. How can one say that slave society replaced the primitive society as historical progress? The students have generated suspense in this clever design. , Inspired the interest, focused attention, in a strong desire for knowledge and participation, better into the classroom teaching, thereby improving the teaching efficiency. Second, the transitional question transitional question is the teacher in the replacement of different teaching content, paving the way through the question, so that the old and new knowledge of organic, natural inheritance