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设疑就是提出疑问即问题.为了进一步调动学生的学习积极性,活跃他们的思维,在地理教学的各类型复习课中,我都依据地理教材的体系、知识结构、双基要求,设计形式多样的问题,组织学生进行复习.提问题,要注意科学性,又要使学生感到新颖、有兴趣,能启迪学生的思维.问题发给学生之后,教师应予以必要的指导,根据问题要求学生翻阅课本(含地图册)、图表等,关键问题可以开展讨论.教师可以从议论中进一步了解到学生掌握“双基”的概况,便于及时纠正错误,弥补教学中的不足,最后应作概括性的总结,这样可以帮助学生深入理解和灵活运动学过的地理知识.
The suspicion is to ask questions, that is, questions. In order to further mobilize the students’ enthusiasm for learning and revitalize their thinking, in the geography teaching of all types of review classes, I have designed various forms based on the geography textbook system, knowledge structure, and dual-base requirements. Problems, organize students to review, ask questions, pay attention to science, but also to make students feel new and interested, can enlighten students’ thinking. After issues are given to students, teachers should give necessary guidance, ask students to read textbooks according to questions. (including atlases), charts, etc., key issues can be discussed. Teachers can further understand from the discussion students have a “double base” overview, to facilitate the timely correction of errors, to make up for deficiencies in teaching, and finally should be a summary summary , This can help students to understand and learn from the geography of flexible kinematics.