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当前课堂教学中,“提出问题”已被广大老师重视并推崇的重要手段,然而无论是平时的课堂教学,还是公开课、展示课、评优课,课堂教学实施中提问还存在诸多的误区,看似一节课目标完成的很好,师生活动很充分,课堂提问次数较多,但是许多提问不能较好的发挥教学效能,笔者深感忧虑。一、课堂提问几种误区1.问题质量不高思维度不强数学问题分为低层次问题和高层次问题,所谓低层次问题主要是指,教材中直接记忆的基本概念简单公式,
In the current classroom teaching, “asking questions ” has been an important method that the majority of teachers value and respected, however, whether it is usual classroom teaching, or open class, display class, evaluation class, the implementation of classroom teaching there are still many questions Misunderstandings, it seems a class completed a very good goal, teacher and student activities are sufficient, the number of classroom questions more, but many questions can not play a better teaching effectiveness, I am deeply worried. First, the classroom questions several misunderstandings 1. The problem of low quality of thinking is not strong Mathematical problems are divided into low-level questions and high-level questions, the so-called low-level questions mainly refers to the basic concepts of simple textbook memory formula,