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一个具有启发性和开放性的语文问题,能促进小学语文课堂中教师与学生、学生与学生、师生与文本之间的信息交流与反馈,使小学阶段的学生在学习语文过程中能够人人有话可说、人人有所感悟,极大地获得认知及情感上的快乐;能最大程度地调动学生学习语文课程的积极性,促成学生养成良好的语文思维习惯和表达能力。课堂上,教师要敢于“放手”。巧设问题。善于捕捉学生星星点点的智慧火花,并适时给予表扬和鼓励,使他们时时处处体验到成功的喜悦和创造的乐趣。其次,问题的提出要结合学生年龄、认知水平、能力实际特点。此外,问题的设置和提出要根据课堂实际情况,以及知识要点,训练重点,及时调整问题的难度和切入的角度,达到问题效益的最大化。
An instructive and open-ended language problem can promote the exchange of information and feedback between teachers and students, students and students, teachers and students and texts in primary Chinese language classes so that elementary school students can learn Chinese well There is something to be said, everyone perception, great cognitive and emotional happiness; to maximize the enthusiasm of students to learn Chinese courses, to help students develop good habits of language thinking and expression. In class, teachers should dare to “let go”. Clever design problems. It is good at catching students’ brilliant sparks of wisdom and giving commendation and encouragement as soon as possible so that they will always experience the joy of success and the pleasure of creation. Second, the question put forward to combine the student’s age, cognitive level, the actual characteristics of ability. In addition, the questions should be set and put forward according to the actual situation in the classroom, as well as knowledge points, training priorities, the difficulty of timely adjustment of the problem and cut-in point, to maximize the efficiency of the problem.