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有效提问的着力点在于提问的效益,即一个提问是否有效,根据其效果可分为高效、低效甚至无效。如果提问实施之后,实现了预期的目标,得到了预期的结果,则此提问是有效的;反之,则为无效。若这个提问投入的课堂时间短、效果显著,则此提问是高效的。若投入旳时间长,效果不明显,则为低效[1]。从心理学角度来看,有效提问须引起学生适度紧张的心理状态,即让他们处于一种对问题困惑、焦虑、探索状态,而太难或太易的提问都将远离这一情境。由此可以看出,课堂教学中
The focus of effective questioning lies in the efficiency of questioning, that is, a question is valid, according to its effectiveness can be divided into high efficiency, ineffective or even invalid. If the implementation of the question, to achieve the desired goal, the expected results, then the question is valid; the other hand, it is invalid. If this question is put into the classroom a short time, the effect is significant, then the question is efficient. If you invest a long time, the effect is not obvious, then inefficient [1]. From a psychological point of view, effective questioning should cause students to have a moderate nervous state of mind, that is, asking them to stay away from this situation is a question that is too difficult or too easy to ask questions of confusion, anxiety, or exploration. It can be seen that the classroom teaching