一利用文中的概括性语言 ,创设问题的情境如何在导入的环节中引导学生发现问题、提出问题 ,许多教师的做法都可能会利用课题发散学生的思维。其实 ,启疑导入的环节应该灵活多变 ,我们不防利用文中的概括性语言启发学生质疑、想象。导入《高大的皂荚树》一课时 ,我们可以利用文? Using the generalized language in the text, how to create the problem context can lead students to discover and ask questions in the process of introduction, and many teachers 'practices may use the topic to diverge students' thinking. In fact, the link to be questioned should be flexible. We should not use the general language in the text to inspire students to question and imagine. When we import a class of “tall shrub” we can use the text?