本文就生物课课堂提问的设计谈点看法。 (一)准确性和新颖性在生物课堂教学中,教师在服务于课时教学目的和要求的前提下,提出问题是否准确、新颖,直接影响学生的学习情绪。问题提得准确,学生就会开动脑筋,积极思维,知道应该运用哪些已学的知识去回答,从哪几个方面去回答才能完善准确。例如“光合作用有什么意义”这个问题,学生就不知答到什么程度,若改为“植物的光合作用对人类有何意义”这就具体得多。提问不仅要准确,还要在准确的基础上求新颖。所谓新颖,就是说教师的提问,不是老生常谈,而是要形式新、内容新,学生听后趣味横生,人人跃跃欲答。例如“细胞有丝分裂各个 This article discusses the design of biology class questions in the classroom. (I) Accuracy and novelty In the classroom teaching of biology, under the premise of serving the purpose and requirements of class teaching, the teacher asks whether the question is accurate and novel and directly affects the student’s learning mood. With accurate questions, students will use their brains, think positively, and know what knowledge they have to use to answer questions. From which aspects they can answer to improve accuracy. For example, “What is the significance of photosynthesis?” Students do not know how much to answer. If they change to “What does plant photosynthesis mean to humans?” This is much more concrete. Questions should not only be accurate, but also be novel on the basis of accuracy. The so-called novelty means that teachers’ questions are not clichés, but they are new in form and new in content. After listening to students, they are full of fun and everyone is eager to answer. For example "cell mitosis