【摘 要】
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在小学阶段,要保护和发展学生的创造性和问题意识,允许并鼓励学生质“疑”问难。笔者认为小学语文课堂教学中应充分发挥“疑”的作用,让其成为小学语文创新教学的推进剂。一
【机 构】
：
江苏省南京市江宁区丹阳学校小学部,
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在小学阶段,要保护和发展学生的创造性和问题意识,允许并鼓励学生质“疑”问难。笔者认为小学语文课堂教学中应充分发挥“疑”的作用,让其成为小学语文创新教学的推进剂。一、创设情境、引发思维——激疑创设情境,是指教师在学生课前准备的基础上简明揭示学习目标后在活动起始阶段创设的问题情境。其手段多种多样,如故事讲述、形象描绘、音响音乐、录音录像、幻灯投影、实物模型、表演操作等。心理学研究表明小学生的求知欲是
In the primary school stage, students should be protected and developed in their creativity and awareness of problems, allowing and encouraging students to ask questions of quality. The author believes that the teaching of primary Chinese should give full play to the role of “doubt ”, making it a propellant of primary school Chinese teaching of innovation. First, the creation of situations, triggering thinking - creating a situation of suspicion, refers to the teacher in the preparation of the students based on the simple disclosure of learning objectives set up at the beginning of the activities of the problem situation. The means are varied, such as story telling, image portrayal, audio music, audio and video recording, slide projection, physical model, performance operation and so on. Psychological studies show that curiosity of pupils is
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在语文教学活动中，课堂的实效性是指教师要采用有效的教学方式，利用最少的时间，投入最少的精力来促进课堂教学的效果，同时还要提高课堂教学质量，为了实现教学目标，分部实施在不同阶段设定的不同的教学目标，以满足社会对学生价值的需求。实效性就是要结合课堂的教学环境，鼓励学生积极地参与到教学活动中，在活动中学习语文知识。同时，教师也要遵循小学语文学习的一般规律，利用教材的特点，优化课堂教学结构。 一、教师在
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