一、多启发,引导学生积极思维教师在学生理解教材、把握要点的关键处设疑,进而或铺垫、或点化、或串接、或比较,这具有十分重要的引导、启发作用,能充分调动学生学习积极主动性.引导他们独立思考,通过自己的理解来掌握书本知识。如何做到启发,我们认为,教学中教师应创设一种探究氛围和情境,就是说能使学生“愤”,不愤不启,不然会出现启而不发的局面,学生难以积极思维。如《视死如归》中的一句话:“什么招字,早在我的字典里抠掉了。”学生难以理解,字典能自称吗?教师就作了这样的层层铺垫:王若飞的字典里没有“招”字,新华字典里有没有呢?那么,为什么王若飞的字典里没有呢?他的字典可见不是一般的字典,这个字典会记录些什 First, more inspiration, and guide students to positive thinking Teachers in the students understand the material, grasp the key points at the suspect, and then or bedding, or point, or cascade, or comparison, which has very important guidance and inspiration, can fully Mobilize students to learn proactiveness, guide them to think independently and master their book knowledge through their own understanding. How to be enlightened, we think that teaching teachers should create a kind of atmosphere and situation to explore, that is to say, enable students to “indignant”, indignant, otherwise there will be apocalypse, the students are difficult to think positively. Such as “death as home” in a sentence: “What the trick, as early as in my dictionary cut out.” Students difficult to understand, the dictionary can claim it? Teachers made such a layer of bedding: Wang Ruofei dictionary does not have " Why do not Wang Ruofei’s dictionary do not? His dictionary is not a general dictionary, the dictionary will record what