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随着近几年语文课改的深入,人们逐渐发现语文课堂教学效率低下是教学中长期存在的问题。教学之余,不少教师绞尽脑汁尝试了多种办法:备课时博采众长,吸纳精华;授课时尽可能多次重复,讲解细致全面,以期课堂效果好、学生能力得到提高,结果却不尽如人意,课堂气氛沉闷:或者是教师在演独角戏,或者是学生在机械、随意回答教师提出的问题。国内近年来的研究表明:一般教师平均每堂课的有效教学提问率仅为56%。教学中有近一半的教学提问是无效的,至少是低效的,之所以无效或低效,主要是不能激活学生的思维。有效教学是师生合作性与生成性的活动,也是通过师生对话使学生能积极主动参与的过程。本文中,笔者对用问题贯穿教学全过程以实施有效教学,让学生在一系列问题的探究中,完成文本的解读并内化为语文能力的教学实践进行了论述。
With the deepening of Chinese curriculum reform in recent years, people gradually find that the inefficient teaching of Chinese classrooms is a long-standing problem in teaching. In addition to teaching, many teachers try their best to find solutions to their problems. When preparing lessons, they should learn from others and absorb the best. They should repeat as many times as possible during their classes to make them more comprehensive and effective. Intentions, the classroom atmosphere boring: either the teacher is playing a one-man show, or the students in the machinery, free to answer questions from teachers. In recent years, research shows that: the average teacher in each class on the effective teaching question rate was only 56%. Nearly half of teaching questions in teaching is invalid, at least inefficient, ineffective or inefficient, the main reason is not to activate the thinking of students. Effective teaching is a cooperation between teachers and students and generating activities, but also through dialogue between teachers and students so that students can take the initiative to participate in the process. In this article, I use the problem throughout the teaching process to implement effective teaching, so that students in a series of questions to explore, to complete the interpretation of the text and internalized into the teaching of Chinese ability to practice.