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高中语文新课程标准将“探究”列为高中阶段必须重点培养的能力,指出“促进他们探究能力的发展应成为高中语文课程的重要任务”。为了践行这一理念,教师在探究学习上做了很多努力,然而在教学实践中我们发现学生对探究的兴趣不大,探究的氛围不浓,徒有探究之名而无探究之实。原因可能很多,笔者以为,问题是探究学习的起点,探究问题的组织和设计不佳是产生上述情况最根本的原因。要点燃学生探究的激情,教师要根据教材内容及教学目标,找准重点、难点、疑点,巧妙设计探
The new curriculum standard of high school Chinese will list “inquiry ” as the ability that must be cultivated in senior high school stage, pointing out that “to promote their ability to explore the development of high school language curriculum should become an important task ”. In order to practice this concept, teachers have made a lot of efforts in exploring learning. However, in the teaching practice, we find that students have little interest in exploring, the atmosphere of inquiry is not strong, and there is only the name of inquiry and no inquiry. The reason may be many, I think, the problem is the starting point for inquiry learning, to explore the problem of poor organization and design is the most fundamental reason for the above situation. To ignite the passion of students to explore, teachers should be based on teaching materials and teaching objectives, identify key, difficult, doubtful, ingenious design exploration