完成的课堂学习任务,需要依赖一定的载体和路径。反观当下课堂教学的种种流程,不管陈述如何不同,其支撑点都是设置问题与活动,创设情境,激发兴趣,启迪思维,引领学生进入学习状态,使学生在活动过程中完成学习、教育和自我教育的任务,达成教学的三维目标。问题与活动普遍成为支持教学过程的工具。如何使课堂教学流程中的问题与活动更有效更具价值,需要反思,更需要策略。笔者以为在构思和设计 Completed classroom learning tasks, need to rely on a certain carrier and path. Contrary to the current classroom teaching process, no matter how the statement is different, its support points are to set problems and activities, create situations, stimulate interest, inspire thinking, leading students to enter the learning state, so that students complete the process of learning, education and self Education task, achieve the teaching of three-dimensional goals. Problems and activities are generally tools that support the teaching process. How to make the problems and activities in the classroom teaching process more effective and more valuable, we need to reflect and need more strategies. I think in the concept and design