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课堂提问是课堂教学必不可少的一个组成部分,是教师培养学生分析问题和解决问题的一种有效途径,也是教师检测学生学习效果的一种简单易行的做法。科学有效的提问不仅能提高教师的课堂效率,而且也能调动学生学习的积极性和主动性,能增强学生分析问题和解决问题的能力。而在实际教学过程中,一部分老师对学生提问时没有做好充分的准备,提出的问题不够科学,没有层次,提问时也不够全面,这样的话就会影响课堂教学效率。因此,通过笔者的观察、体会和实验,教师要充分发挥课堂提问的作用,就必须要想法设法提高课堂提问的有效性,而要提高课堂提问的有效性,笔者认为教师在提问时应尽量做到提问的科学性、提问的层次性和渐进性以及提问的全面性。
Classroom questioning is an indispensable part of classroom teaching. It is an effective way for teachers to train students in analyzing and solving problems. It is also a simple and easy way for teachers to detect students’ learning effects. Scientifically effective questioning can not only improve teachers’ classroom efficiency, but also arouse the enthusiasm and initiative of students to learn and enhance their ability to analyze and solve problems. In the actual teaching process, some teachers do not adequately prepare for the students’ questions. The problems raised are not scientific enough, they have no level and are not comprehensive enough when they are asked. In this case, the efficiency of classroom teaching will be affected. Therefore, through the author’s observation, experience and experiment, teachers must give full play to the role of classroom questions, we must think of ways to improve the effectiveness of the class questions, but to improve the effectiveness of the class questions, the author believes that teachers should try to ask The scientific nature of the questions, the hierarchy and graduation of the questions, and the comprehensiveness of the questions asked.