学起于思,思源于疑。疑问是开启学生思维的钥匙和启迪剂。疑最容易引起“探究”、“反射”,有了这种反射,思维就应运而生。为此,激发学生在求知过程中,产生疑问,有所发现尤为重要。那么,怎样设疑、质疑、释疑呢? 首先教师应有计划、有目的地激起学生脑海里的波澜。如有位教师在教《孔乙己》时, Learning from thinking, thinking from doubt. Doubt is the key to open a student’s mind and a stimulant. Suspicion most likely to cause “inquiry”, “reflection”, with this reflection, thinking came into being. To this end, to stimulate students in the process of knowledge, have questions, some of the findings are particularly important. So, how to set doubts, doubts and misunderstandings? First of all, teachers should plan and purposefully arouse students’ tide in their minds. If a teacher is teaching “Kong Yiji”