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一、要“有的”而质日常生活中,我们在对某人或事做一些评价前,一般都会对该人或事有一定的了解后才会进行,因为这样的评价才能客观实在。然而,在语文课堂中,有一些语文老师在学生还没有接触课文前,就匆忙要求学生对课文题目进行质疑,名曰为:自质疑课题入手,激发学生阅读课文的兴趣。甚至,有些老师在学生不能质疑时,他们不是耐心引导而质,而是代学生质疑,降低课堂质疑的效能。案例1:教学《春联》第一课时(学生课前没有预习过课文)
First, to “Some ” And the quality of daily life, we do some evaluation of someone or something, usually have some understanding of the person or thing will be conducted, because such evaluation can be objective reality . However, in the Chinese language classroom, some language teachers hurriedly asked students to question the texts of the texts before they reached the texts. Namely, they started with questioning questions to stimulate students’ interest in reading texts. Even some teachers, when students can not question them, are not patiently guided but qualitatively challenged by students to reduce the effectiveness of classroom questioning. Case 1: teaching “Spring Festival” the first class (students did not pre-lesson text before class)