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学贵有疑,设疑引思是课堂教学的重要手段。设疑的标准应该是学生未知的,可知的,但又是难知的。设疑只有一定的可知程度,才会有助于知识的增长和智能的发展,使学生逐阶而立,步步提高。设疑要具有一定的可知难度,所提的问题不能离开课文内容,并且还要具有下面“四性”中的一性。1.剖析性。如教《别了,可爱的中国》,设计“课文为什么两次提到”我是中国人,我们爱自己的祖国?“学生只有认真读文,细心分析,深入领悟作者对祖国惜别、留恋的思想感情,才会得出正确的答
No doubt you suspect, set suspicion is an important means of classroom teaching. The standard of doubt should be unknown, knowable but unknown to the students. Assuming that there is only a certain degree of ignorance, it will be helpful for the growth of knowledge and the development of intelligence so that students will step up step by step and step by step. Suppose the suspect has a certain degree of difficulty, the questions raised can not leave the content of the text, but also have one of the following ”four characteristics.“ Anatomy. For example, if I teach ”Farewell, Lovely China,“ why is the text twice mentioned? ”I am Chinese and we love my motherland?" Students only read the paper carefully, carefully analyzed and deeply comprehended the author’s farewell to the motherland , Nostalgia thoughts and feelings, will come to the correct answer