一、创设质疑氛围“学贵有疑,小疑则小进,大疑则大进。”但是,目前的课堂教学中许多教师还是串讲串问,牵着学生走,没有留给学生积极思考的空间。要将质疑引入课堂,教师要更新观念,明确提问不仅是教师的权利,应该使质疑成为学生自身需要。教师在设计教学内容、教学环节时,要以学生的兴趣为出发点,有意创设质疑氛围,使学生因趣生疑,因疑生奇,因奇生智。创设问题情境的方法多种多样,可以利用旧知与新问题之间的矛 First, the creation of doubt the atmosphere “There is suspicion of your classics, small suspicion is small, big suspicion is big. ” However, the current classroom teaching many teachers or skeptics, holding the students go, did not leave students active Space for thinking. To introduce the question into the classroom, teachers should update their concepts and clarify questions not only as teachers ’rights, but also as challenges to the students’ own needs. Teachers in the design of teaching content, teaching sessions, students should take interest as a starting point, the intention to create a questionable atmosphere, so that students suspicious of suspicion, due to suspicious students, due to strange students. There are many ways to create a problem situation, which can take advantage of the spear between the old knowledge and the new one