论文部分内容阅读
课堂提问是思维训练的指挥棒。培养学生的创新思维,要求教师认真钻研教材,挖掘其内在创新因素,进行创造性设问。1.逆向性设问。如教学《狼和小羊》,在按照“狼想吃小羊——狼找了三次茬儿——狼往小羊身上扑去”的线索学完课文后,教师峰回路转逆向提问:狼想吃小羊,扑上去吃掉就是,为什么要故意找茬儿?由此学生快速整理课文内容,运用分析概括、判断推理等思维方法,在创造性思维火花的碰撞中更深刻地理解了课文的寓意。
Classroom questions are the baton of thinking training. Cultivate students' innovative thinking, require teachers to carefully study teaching materials, explore its inherent creative factors, creative design questions. Ask questions Such as teaching “wolf and lamb”, in accordance with the “wolf want to eat lamb - wolf found three stubble children - the wolf to the lamb who rushed to” clues to learn the text, the teacher turned a difficult question: wolf want to eat The lamb, rushed to eat is, why should deliberately find stubble? This student quickly organize the text content, the use of analytical summary, judgments and other ways of thinking, in the collision of creative thinking more deeply understand the meaning of the text.