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教育家苏霍姆林斯基曾说:“在人的心灵深处,都有一种根深蒂固的需要,这就是希望自己是一个发现者、研究者、探索者。尤其在儿童的精神世界中,这种需要特别强烈。”而创设问题情景正好满足了学生这一需求:学习的创造性源于问题的解决,学生有了问题,才会主动探索,才会有表达的欲望。因此,在阅读教学中,教师应适时、合理地创设问题情景,设置适当的悬念,引导学生在所创设的情景中不断进行探索活动,使知识在情感作用下更好地被学生接受、内化。
Educator Sukhomlinski once said: “There is a deep-rooted need in the depths of human beings, that is, to hope that we are a discoverer, researcher and explorer, and especially in the spiritual world of children, This need is particularly strong. ”And the creation of the problem scenario just to meet the needs of students: learning creativity stems from the solution to the problem, students have the problem, will take the initiative to explore, there will be the desire to express. Therefore, in reading teaching, teachers should create problem situations timely and reasonably, set appropriate suspense, guide students to continuously explore activities in the created scenarios, make the knowledge more acceptable to students under the influence of emotion, .