论文部分内容阅读
提问语,历来是教师教学行为自始自终贯穿的一条主线。教师会问、善问、巧问,是成功型教师的可贵本领。批判性思维的本质是质疑、发现,而教师的能动性就在于把批判性思维的能力建构、熔铸到课堂提问语中。从某种意义来说,教师提问语本身就是让学生习得批判性思维能力的一个示范教例。一、具有批判性思维养成价值的提问语应把握的度一是提问语的高度。设计提问语并非随意为之,要关注提问语的高度。比如,是知识习得、能力训练、思维培养的高
The questioning language has always been a main thread through which teachers’ teaching behaviors run through. Teachers will ask, kind ask, ask, is a valuable skill of a successful teacher. The essence of critical thinking is to question and discover, and the teacher’s initiative lies in casting the ability to construct critical thinking into the classroom questioning language. In a sense, teacher questioning itself is a good example of how students can acquire critical thinking skills. First, the value of a critical thinking to bring the value of questions should grasp the degree of one is the height of the questioning language. Design question is not arbitrary, pay attention to the height of the question. For example, knowledge acquisition, ability training, thinking training high