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问从何来,说的是问题来源于何处,从哪里发现问题,寻找问题。问以何出,说的是以何种方式提出问题,如何使问题更符合情境,更切合自己想要表达的思想。有了问题,教学就有了目标。新课程实施以来,广大教师致力于教学改革,把“问”权还给学生,着力培养学生的问题意识,让学生在自主、合作和探究学习中发现问题,提出问题,分析和解决问题,教学面貌发生了巨大变化。但是,教学过程中究竟有多少问题是由学生发现和提出的?又有多少问题是课堂中随机生成的?
Asked where he came from, he said where the problem came from, where to find the problem and find the problem. Whatever the question is asked, what kind of method is used to ask questions, how to make the problem more in line with the situation, and more appropriate to the ideas that one wants to express. With problems, teaching has its goals. Since the implementation of the new curriculum, teachers have devoted themselves to teaching reforms, returning the rights of “questioning” to students, focusing on cultivating students’ problem awareness, allowing students to identify problems, raise questions, and analyze and solve problems in autonomy, cooperation and inquiry learning. The teaching landscape has undergone tremendous changes. However, how many problems in the teaching process are discovered and proposed by the students? How many problems are randomly generated in the classroom?