巧用设问,构建高效课堂

• 作 者: 毛苏萍
• 机 构: 江苏省溧阳市第三中学,
• 出 处: 新课程(中学)
• 发表日期: 2013年10期
• 关键词: 课堂设问 学生主体 政治教学

教学必须有问题。所谓“学问之进步,在乎疑:大疑大进,小疑小进,其疑之处方成悟。”引导学生从疑问中产生知识,是教师传道、授业、解惑的职责。目前教学中比较大的问题是教师提不出有价值的问题,激活学生的思维,激发课堂的讨论;学生也提不出或没有机会提出有价值的问题,课堂变成没有问题的课堂,于是学生的思维就得不到发展。因此,在追求课堂教学有效性的过程中,教师的设问是关键。

Teaching must have a problem. The so-called “learning progress, care about the doubt: big suspicions, small suspicions of small advances, the suspect prescription Fang Wuwu.” Guide students to generate knowledge from doubt, is the teacher preaching, teaching, interpretation of the duties. At present, the relatively large problem in teaching is that teachers can not raise valuable questions, activate students’ thinking and stimulate discussions in the classroom. Students also fail to raise or have no chance to raise valuable questions and the classroom becomes a classroom without problems. Therefore, Students can not develop their thinking. Therefore, teachers in the pursuit of the effectiveness of the process of teaching is the key.