朱熹说:“读书,始读,未知有疑;其次,则渐渐有疑;中则节节有疑。过了这一番,疑渐渐释,以至融会贯通,都无所疑,方始是学。读书无疑者须教有疑,有疑,却要无疑,到这里方是长进。”同理,这也是一条很有科学道理的教学原则。可惜长期以来,我们大多习惯于把学生教得“没有问题”了方才高兴。在听课中,我发现许多能培养学生问题意识的契机被轻轻遮掩过去;有时候学生 Zhu Xi said: “reading, reading, unknown doubts; followed, then gradually suspect; in suspect .After this, suspect gradually release, and even mastery, there is no doubt, the beginning is to learn. There is no doubt that doubtless doubt, doubtless, no doubt, must be taught here to grow. ”Similarly, this is a very scientific principle of teaching. Unfortunately, most of us have long been accustomed to teaching our students “no problem”. During my lectures, I found that many opportunities to cultivate students’ awareness of problems are gently covered up. Sometimes students