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封闭性提问方式,势必阻碍学生的思维发散,不利于学生的思维拓宽,导致学生学习兴趣的缺乏。在高中生物课堂教学中,为避免封闲性提问所导致的不足,采用开放式进行教学,有利于激发学生学习积极性,有助于学生学习的自主探究活动。笔者结合实际教学研究,认为从和谐的环境、还权于学生、开放性提问的广度和深度这三个层面,对开放式提问进行阐述如何利用课堂开放式提问的手段整合生物课堂,实现提高学生思维能力,优化学生思维品质的目的,使学生能够更主动、更轻松、更快乐地学习。
Closed questioning, is bound to hinder the divergence of students thinking is not conducive to broaden the thinking of students, leading to the lack of interest in learning. In high school biology classroom teaching, in order to avoid the problems caused by the informal questioning, using open teaching is conducive to inspire students to learn enthusiasm and help students to learn the independent inquiry activities. Based on the actual teaching and research, the author holds that open questions should be elaborated from three aspects: the harmonious environment, the students, the breadth and depth of open questions, how to use the open classroom questioning to integrate biological classes and improve students’ Thinking ability, the purpose of optimizing the thinking quality of students, so that students can be more active, easier and more happy to learn.