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让学生在课堂中质疑问难是培养学生创新意识和能力的重要途径,是培养学生会学乐学的重要方式。然而,在现实课堂教学中,学生质疑往往安排在教师的提问和讲解后,成了整个教学环节中一个可有可无的点缀。学生的思维受到了教师思维的抑制,成了教师思想的奴隶。笔者在近几年的教学中,尝试让学生读书后先质疑问难,把首问权还给学生,给学生以质疑的时间和空间,这样优化了整个教学过程,提高了学生的语文综合素质。一、激发了学生的阅读兴趣
It is an important way for students to raise students ’knowledge and ability to challenge students’ hard questions in class. However, in the real classroom teaching, students ’questions are often arranged after teachers’ questions and explanations, which becomes an indispensable embellishment in the whole teaching process. Students’ thinking is restrained by teachers’ thinking and has become a slave to teachers’ thinking. In recent years, the author tries to make students question and answer the questions after reading the books. The questions are returned to the students and the students are questioned in time and space, which optimizes the whole teaching process and improves the overall quality of Chinese. First, stimulate the students’ reading interest