新课程课堂教学注重学习时空的预设,注重“引导并鼓励学生结合具体情境提出问题”,使学生能有机会真正表述自己的观点,积极主动地去发现并提出一些精彩的、富有个性化的问题。但面对学生提出的这些问题,很多教师在调控和处理时,或越俎代庖,或放任自流,或浅尝辄止,由此衍生出一些这样或那样的问题,直接影响和制约了学生问题意识的发展。 The new curriculum focuses on the precondition of learning time and space, focusing on “guiding and encouraging students to ask questions based on specific situations” so that students have the opportunity to truly express their opinions and proactively discover and propose some wonderful and personalized problem. However, in the face of these problems raised by the students, many teachers, in the process of regulation and treatment, have either become more self-reliant or have their own way of doing things. As a result, some problems like this have directly taken shape and restricted the development of students’ problem awareness.