“疑者,觉悟之机也,大疑则大悟,小疑则小悟,不疑则不悟。”学贵在疑。我们在教学中总是精心设疑,启发学生思维,推动、激活、延续教学过程。但智者千虑,必有一失。教师在提出启发性问题时,由于学生受已有知识结构、年龄特征、社会经验、生活环境等“瓶颈”的制约,偶尔也会出现冷场,学生集体失声,思维阻塞,或虽有回答但认识不到位甚至不着边际,远离教师预设问题所要达到的目标,导致教学过程“凝绝不通声暂歇”。这时就需要教师用特有的教学机智去创设再启发,使学生冰冻的思维逐渐融化成涓涓细流,滋润课堂焕发生机和活力。下面,我结合自己的教学实践,谈谈如何创设再启发。一、借题发挥 “The suspects, the chances of enlightenment, and the big doubts are all realized, the little doubts are small, and the doubts are not realized.”“ Xuegui is suspicious. We are always meticulously suspicious in teaching, inspiring students’ thinking, and promoting, activating and extending the teaching process. However, if the wise thinks about it, there will be a loss. When teachers put forward enlightening questions, because students are restricted by the “bottleneck” of existing knowledge structure, age characteristics, social experience, living environment, etc. Occasionally, cold field occurs, students collectively lose their voices, their thinking blocks, or they may answer However, failing to recognize the position or even the margin, and away from the goal of the teacher’s pre-set problem, led to a ”unobtrusive pause" in the teaching process. At this time, teachers need to use unique teaching wisdom to create re-inspired, so that students’ frozen thinking gradually melted into a trickle, nourish the classroom rejuvenation and vitality. Below, I combine my own teaching practice and talk about how to create reinspiration. I. Borrowing