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一 问题要难易适度,提问要先易后难。提问不仅要考虑学生的知识结构、教材的逻辑程序,同时,还要考虑学生的年龄特点与力所能及的范围。对于较深的课文,要注意深文浅问,深入浅出,引导学生由浅入深思考;对于较浅的课文,要注意浅文深问,浅中见深,唤起学生强烈的求知欲,探究课文内在的深刻含义。有的问题,学生似懂非懂,教师就要采取“搭桥法”,因势利导,让学生顺着“桥”走过去;有的问题难度大,学生一时回答不清,就可采用“分解法”,把大题目化小,一个个小题目解决了,大题目就迎刃而解了。
A problem must be moderate and difficult. Questions should not only consider the student’s knowledge structure and the logic program of the teaching materials, but also consider the students’ age characteristics and capabilities. For deeper texts, it is necessary to pay attention to the questions in deep essay, explain the profound things in a simple way, and guide students to think from the shallow to the deep. For shallow texts, attention should be paid to shallow texts, profound questions, and arouse students’ strong curiosity to explore the texts. Profound meaning. Some students may seem to understand the truth. Teachers must adopt the “bridge method” to allow students to follow the “bridge”. Some problems are difficult and the students can’t answer clearly. , To solve the problem of large topics, one by one, the big problem will be easily solved.