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历史课堂教学的提问是教学中极重要的一环。一堂课的成功与否,效果如何,提问往往起关键作用。在讲课过程中适时地提出问题,恰到好处地触及学土思维兴奋点,能起到提示思路、加深理解、巩固知识的功效。 在教学实践中,学生课堂答问并非尽如人意。虽然老师认真设计出许多有价值的问题,费心采用不同的提问方法,却常常不能得到学生的积极配合。对此现象,从学生角度来研究,其形成原因有年龄、心理、知识、能力、学风等诸多因素,这里且不多论。本文仅从教师如何组织课堂提问方面作一肤浅探讨。
The question of history classroom teaching is an extremely important part in teaching. The success of a lesson, the effect of how to ask questions often play a key role. In the process of lecturing in a timely manner to raise questions, just right to touch soil thinking excited, can play a hint of ideas to deepen understanding and consolidate the effectiveness of knowledge. In teaching practice, students' classroom questions and answers are not satisfactory. Although the teacher carefully designed many valuable questions, bother to adopt different questioning methods, they often can not get the active cooperation of the students. This phenomenon, from the perspective of students to study, its formation for age, psychology, knowledge, ability, style and many other factors, here and not many. This article only makes a brief discussion on how teachers should organize classroom questions.