运用“质疑”,以促进学生思考,不仅可以活跃课堂学习气氛,而且能把差生和优等生的学习积极性一同调动起来。这里我谈谈怎样运用这个方法来教《第二次考试》的。一、设疑紧扣课文关键问题,提出两种或几种看法,让学生带着疑点预习课文,养成差生深思求索的习惯。在预习时,除了按常规布置预习作业外,着重提出疑点:“这个故事写了两个人物,一个是苏林教授,一个是报考音乐学院的学生陈伊玲。故事的主题思想将随读者对于主人公的 Using “questioning” to promote students’ thinking can not only activate the atmosphere of classroom learning, but also mobilize the learning enthusiasm of poor students and excellent students. Here I talk about how to use this method to teach the second exam. First, set the key issues of the text of the suspect to be tight and put forward two or more views, so that students with a suspicious point to preview the text, develop the habit of poor students to think and search. During the preview, in addition to preparing the assignments in a routine manner, the following questions were highlighted: “This story features two characters: one is Professor Su Lin and the other is Chen Yiling, who is a student at the Conservatory of Music. The theme of the story will follow the reader’s