课堂提问是引起学生学习活动的最好的刺激信息,是师生双边活动的一种重要形式。教师设计一个恰当的、富有吸引力的问题,往往能启动学生思维,调动学生动手与动脑的积极性,加深学生对所学知识的理解。 由于问题设计决定着教学的顺序,关系到学生思维活动开展的深度与广度、知识结构建构的精细与稳固程度及学生学习策略的获取,说问题设计是一堂课的“灵魂”并不过分。下面根据我们自己的教学实践,谈几点体会。 一、为了学生思维发展的需要设计问题 在教学过程中,看一个教师是否重视学生主体地 Classroom questioning is the best stimulus for students’ learning activities and is an important form of bilateral activities between teachers and students. Teachers designing an appropriate and attractive question can often start students’ thinking, mobilize the enthusiasm of students and their brains, and deepen their understanding of what they have learned. Because the problem design determines the sequence of teaching, the depth and breadth of students’ thinking activities, the fine and stable construction of knowledge structure, and the acquisition of students’ learning strategies, it is not too much to say that problem design is the “soul” of a class. Let’s talk about some experiences based on our own teaching practice. I. Designing Questions for Students’ Thinking Development Needs In the teaching process, see if a teacher attaches importance to the student’s subject