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一、设问质疑导入古人云:“学贵于思,思源于疑”。教师要根据课堂讲授的内容,善布疑阵,设计有关的问题向学生提出,在学生心理上引起悬念,以引起学生的好奇心和求知欲,启其心扉,促其思维。设疑布阵要从教材特点和学生实际出发,做到有疑可设,自然合理,切不可为疑而设,故弄玄虚,要及时抓住这一契机,导入新课。例如,在讲授《我国的外交政策》的时候,一上课我就问:“你们的爸爸去哪儿了?你们的时间去哪儿
First, suppose the question asked into the ancients questioned: ”Learn expensive in thinking, from the suspect “. Teachers should be based on classroom teaching content, good cloth doubt array, design issues raised to the students, causing psychological suspense in students to arouse the curiosity and curiosity of students, start their hearts and promote their thinking. Set suspect cloth from the characteristics of textbooks and students actually proceed to be suspect can be set up, natural and reasonable, must not be suspicious and set off, get rid of the mystery, we should seize this opportunity to import the new lesson. For example, when teaching ”China’s foreign policy,“ I asked during class: ”Where did your dad go? Where did you go?