创设问题情境，启发引导教学“学起于思，思源于疑”。为了激发学员的思维，增强学习的心智参与度，加深对问题的认识和理解，根据授课内容和教学目的，在课堂教学中适时设置问题，提出疑点，启发引导学员去主动思考问题、分析问题，促使学员对所学内容理解得更深、记得更牢，从而获得新的知识和技能。比如，给爆破工培训班讲“安全爆破理论”一节时，在讲完瓦斯爆炸条件后提出了这样一个问 Create problem situations, inspire and guide teaching “Learning from thinking, thinking from doubt.” In order to arouse the students’ thinking, enhance their learning participation and deepen the understanding and understanding of the problems, according to the teaching content and teaching purposes, set up questions and raise doubts promptly in the classroom teaching, inspire and guide students to take the initiative to think and analyze the problems, Encourage learners to learn more deeply, remember more, and gain new knowledge and skills. For example, when we talked about the “blasting safety theory” section for a blasting training class, after asking the gas explosion conditions, we put forward such a question