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提问是课堂教学的基本组织形式,善于提问的教师,能根据学生的特点和学情设计问题,问在关键处,问在疑难处,通过耐心引导启发,促使学生积极思考。但是,物理课堂教学中的提问仍然存在一些问题,经常会出现一些无效的、低效的提问,这些提问不但没有达到预期的效果,反而冲淡了教学的重点、难点。那么什么是有效提问呢?笔者分析了物理课堂教学中有效提问的内涵,同时给出了一些课堂有效提问的设计策略和调控策略。
Questioning is the basic organizational form of classroom teaching. Teachers who are good at asking questions can design questions according to the characteristics and learning conditions of students. At the key points, they ask in difficult points and inspire students to think positively through patient guidance. However, there are still some problems in the physics classroom teaching, and some ineffective and inefficient questions often appear. These questions not only fail to achieve the expected results, but dilute the teaching focus and difficulties. So what is effective questioning? The author analyzes the connotation of effective questioning in physics classroom teaching, at the same time gives some effective design questions and control strategies in classroom.