从教学中的提问,可据以了解教学效果,引导学生积极思考,扩大学生的知识。因此,要求提问的题目思考性强些。但由于提问评分,却造成学生对提问畏惧。怎样处理这个矛盾呢?笔者在《计算机原理》课教学中,先后在计101、计302两班进行自觉回答的实验。 在计101班实验中,虽亦坚持一年多,但曾出现无人举手请求回答,只好指定回答。在计302班实验中,一年来除个别题目过难,在限定时间内无人要求回答,此时由教师亲自解答外,每次都有多人举手要求回答,因此执行较好。现计302班课堂教学已结束,但对此种方法的实验尚未完成。现只初步探讨执行中出现的一些问题,请同志们指正。 From the teaching questions, we can understand the teaching effect, to guide students to think actively and expand students’ knowledge. Therefore, the questions asked for more thoughtful thinking. However, due to the questioning score, it caused the students to fear the questions. How to deal with this contradiction? The author in the “Principles of Computer” teaching, one after another in 101, 302 two classes to consciously answer the experiment. In the 101 class experiment, although also insisted for more than a year, but no one raised his hand to request an answer, had to specify the answer. In the experiment of counting 302 classes, in the past year, except for some problems, it was difficult for nobody to answer within a limited time. At this time, the teacher personally answered every time and many people raised their hands and asked for answers, so the implementation was better. The current class of 302 classroom teaching has ended, but experiments on this method have not yet been completed. We are only discussing some issues that have arisen during the implementation of the program. Please comrades correct me.