在深入实际的过程中,我们发现不少教师只注重让学生得到正确的答案即认识的结果,忽视引导学生去探究认识的过程。其表现形式并非过去的教师讲学生听,教师给学生讲词义、讲分段、讲段落大意、讲中心思想,奉送现成的结论,而是采用问答的方式。教师问学生答。答错了,否定;答对了,肯定。至于为什么错,为什么对并不分析,仅仅满足于学生获得一个正确的答案。例如一位教师 In the actual process, we find that many teachers only focus on getting students the correct answer, that is, the result of cognition, ignoring the process of guiding students to explore cognition. The performance of the form is not the past teachers to listen to students, teachers speak to students meaning, talk about the passage, the passage of the passage, about the central idea, giving ready conclusions, but by way of question and answer. The teacher asked the students to answer. Wrong answer, no, yes, yes. As for why wrong, why do not analyze, just satisfied that students get a correct answer. For example, a teacher