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学起于思,思生于疑。人类的思维活动往往是由于要解决当前面临的问题而引发的。因此,在课堂上要让学生思,必先引导疑,而要学生有疑,且疑在关键处,疑在困惑处,就必须给学生以思维的支点。这就要求教师要培养学生的问题意识,提高学生的提问能力。在教学中,很多学生的提问大多停留在浅层面上,问题缺乏思考性、深刻性、创新性,不能发挥课堂提问的应有效应。因此,教师应引导学生在课堂提问时追求三种境界。1.有疑而问“有疑而问”是学生提问的基础境界,要求学生在学习过程中
Learning from thinking, thinking born in doubt. Human mind activities are often triggered by the solution to the problems currently facing. Therefore, in the classroom let students think, we must guide the suspect, but students have doubts, and suspect that at the key, the doubt in confusion, we must give students the fulcrum of thinking. This requires teachers to cultivate students’ awareness of the problem and improve their ability to ask questions. In teaching, most of the students’ questions are mostly on the shallow level. The problems are lack of thinking, profoundness and innovation, and can not exert the proper effect of the class questions. Therefore, teachers should guide students to pursue the three realms in the classroom questioning. 1 doubtful question “doubtful questioning ” is the basic state of the students’ questions, asking students in the learning process