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课堂教学中,提问是教师启发和引导学生思考的重要途径,是师生教学互动的重要形式。教师既要在备课过程中根据教学目标和学生的认知水平精心预设问题,也要善于在课堂教学中根据具体教学情境,机智灵活地生成问题。然而,在日常教学中,一些教师并没有掌握设问和提问的正确方法,提出的问题往往是低效的,甚至是无效的。怎样在课堂教学中有效地设计问题,启发学生的思维,提高教学实效?问题有哪些主要类型?问题的设计应该遵循哪些规律?这一期的两篇文章分别从不同学科教学的角度,结合具体案例,探讨怎样在课堂教学中有效地设计问题。希望这两篇文章能够给教师以有益的启发。
In classroom teaching, asking questions is an important way for teachers to inspire and guide students’ thinking. It is an important form of teacher-student teaching interaction. Teachers should not only carefully pre-set questions according to the teaching objectives and students’ cognitive level in the process of preparing lessons, but also be good at generating questions in a classroom based on specific teaching situations and tactfully and flexibly. However, in daily teaching, some teachers do not have the correct way to ask for and ask questions. The questions raised are often ineffective or even invalid. How to effectively design problems in classroom teaching, to inspire students’ thinking and improve teaching effectiveness? What are the main types of problems? Which rules should be followed in the design of the problem? The two articles in this issue are from the perspective of different subject teaching, Case, to explore how to effectively design problems in classroom teaching. I hope these two articles can give teachers a useful inspiration.