教师在课堂中能巧妙地设疑、显疑、激疑、释疑，就能充分调动学生主动、积极地学习。一、复习旧知──设疑“设疑”就是创设问题情境，引起学习动机。教师有意识将“疑”设在新；日知识的矛盾冲突之中，使例题能顺利地进入学生思维的“最近发展区”。如教学长方形周长计算一课 Teachers in the classroom skillfully set suspicion, suspicion, suspicion, interpretation, will be able to fully mobilize the students take the initiative and actively learn. First, to review the old knowledge ─ ─ suspect “suspecting” is to create a problem situation, arouse learning motivation. Teachers are conscious of the “suspect” in the new; Japanese knowledge of the contradictions among the examples so that students can successfully enter the “thinking of the” recent development zone. " Such as teaching a rectangular perimeter calculation class