一、忌脱离学生实际水平脱离学生实际水平主要有两种情况:一个是给的问题太大、太深,学生无从下手,做不了;另一个是给的问题太简易,答案唾手可得,起不到激励学生继续学习、深入探究的作用。比如,有位教师在讲完毛泽东的《沁园春·长沙》后,为了加深学生对毛泽东笔下“秋”之韵味的理解,设置了这样一个问题:唐宋两代中,写到了 First, avoid leaving the actual level of students from the actual level of students There are two main situations: one is to give too much, too deep, students can not start, can not do; the other is too easy to give the problem, the answer at your fingertips, can not afford Inspire students to continue learning, in-depth exploration of the role. For example, a teacher after Mao Zedong’s “Patio Spring Changsha” finished, in order to deepen the student’s understanding of the flavor of “autumn” written by Mao Zedong set a question: in the Tang and Song dynasties, wrote