在教学过程中,我们可以将故意设置障碍、留出疑问、露出破绽作为切入点,给学生提供“有问题可提”的机遇。通过一系列悉心引导,学生就会逐步养成凡事问为什么的习惯。如:引导学生辨别分析错误的解法,在辨析的过程中发现问题、提出问题。实践证明,经常让学生辨析错解有利于提高学生思维的敏捷性和批判性,有利于提高提出问题的能力。在课堂教学中,经常留一些漏洞,可以促使学生提高警惕性,养成用批判的眼光看问题,因而有利于发现问题和提出问题。 In the teaching process, we can deliberately set obstacles, set aside questions and reveal flaws as a starting point, to provide students with “problems can be mentioned,” the opportunity. Through a series of careful guidance, students will gradually develop a habit of asking why everything. Such as: to guide students to identify analytical errors in the solution, identify the problems in the process of identification, raise questions. Practice has proved that often let students identify misunderstandings help to improve students’ agility and critical thinking, help improve the ability to ask questions. In classroom teaching, often leave some loopholes, can promote students to raise their vigilance, develop a critical look at the issue, which is conducive to spotting and asking questions.