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课堂提问是引导和促进学生自觉学习角常用的教学手段,是沟通师生思维交流、活跃课堂气氛的纽带,是开启学生智慧之门的钥匙,是激发学生学习兴趣、增强学习动力的方法,是诊断学生课堂学习情况的反馈途径,是启发式教学的重要环节。教师若能认真研究学生的心理特点与认知水平,深入细致地考虑设问的时、量、度,对提高化学课堂教学效率乃事半功倍之举。一、深与浅提问,必须符合学生的知识水平和接受能力。问题的设置应由易到难、由小到大、由简到繁,层层推理,步步深入,难易适中。所提问题难度过大,学生难以回答,导致提问后的“冷场”与“卡壳”;所提问题太浅,学生就会失去兴趣,产生麻痹、倦怠心理。两者都达不到提问的目的,因此在实际教学中必须掌握好设问的“深”与“浅”。
Classroom questioning is a commonly used teaching method to guide and promote students’ conscious learning angles. It is a link that communicates teacher-students’ thinking exchanges and active classroom atmosphere. It is the key to open the door of student wisdom and is a method to stimulate students’ interest in learning and enhance their learning motivation. The feedback path for diagnosing students’ classroom learning is an important part of heuristic teaching. If teachers can seriously study the psychological characteristics and cognitive level of students, careful and thorough consideration of the time, quantity, and degree of questioning will be effective in improving chemistry classroom teaching efficiency. One, deep and shallow questions, must meet the students’ knowledge level and ability to accept. The problem should be set up from easy to difficult, from small to large, from simple to complex, with layers of reasoning, in-depth, moderate and difficult. The difficulty of the questions raised was too great for the students to answer. This led to “cold field” and “snapping” after the question; the questions raised were too shallow and the students would lose interest, produce paralysis and burnout. Both cannot reach the goal of questioning. Therefore, in actual teaching, we must master the “deep” and “shallow” aspects of the design.