1.巧设疑问设“疑”恰当,能更好地培养学生的兴趣,变被动学习为主动学习。例如,讲“太阳活动对地球的影响”时,我先讲了两个故事,然后提出问题。“二战结束之前,德国间谍得到盟军将在诺曼底登陆的消息,即发射情报给本部,但本部没有反应,盟军顺利登陆。原因是德国间谍发射出的无 1. Skillfully designing doubts. Setting up “doubtfulness” is appropriate. It can better cultivate students’ interest and change passive learning into active learning. For example, when I talk about “the impact of solar activity on the earth,” I first talked about two stories and asked questions. "Before the end of World War II, German spies received information that allied forces would land in Normandy, that is, to send intelligence to the headquarters, but the headquarters did not respond and the allies successfully landed. The reason was that the German spies fired nothing.