近年来化学教学方法改革的试验,正如雨后春笋般地在全国展开。纵观各种教改方案的指导思想,其中比较一致的是课堂教学应以教师为主导、学生为主体。至于怎样发挥两者的相互作用,就各有千秋。其中课堂提问一致公认是教学方法的一种较好形式,运用的目的和手法也各有发展。如布鲁纳的“发现法”,北京景山学校的“单元结构教学法”、上海育才中学的“八字教学法”、华师二附中的“综合启发式教学法”(优选法),等等,都给予提问一定程度的重视,关键在于怎样提高课堂提问的质量。本文拟就课堂提问的设计谈谈肤浅看法。 In recent years, trials of reforms in chemistry teaching methods have sprung up all over the country. Looking at the guiding ideology of various education reform programs, it is relatively consistent that classroom teaching should be teacher-led and student-centered. As for how to realize the interaction between the two, there will be merits. Classroom questions are unanimously recognized as a good form of teaching methods, and the purpose and methods of application have also developed. For example, Bruner’s “Discovery Method”, the “Element Structure Methodology” of Jingshan School in Beijing, the “character teaching method” in Yucai Middle School in Shanghai, the “comprehensive heuristic teaching method” (the preferred method) in the apprenticeship of Huashi Second, etc. The importance of giving questions to a certain extent lies in how to improve the quality of questions in the classroom. This article plans to talk about the design of classroom questions and talk about superficial views.