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有效的课堂提问,能够点燃学生思维的火花,激发学生求知的欲望。然而在一线教学中,一些课堂问题的设计是低效甚至无效的。一、针对性是问题设计的必要前提1.题例回放笔者听过两节“同课易构”的观摩课。课题是苏教版七年级上册“己所不欲勿施于人”。两节课“同课”但由于“易构”而在师生群中引起了不同的反响。情境创设:《生活在线》细雨淅沥,秋风瑟瑟。车靠站,上来一位中年妇女,她走近一个座位,打量了一番,皱起眉头,面露不悦,嘴里喃喃
Effective classroom questions, can ignite the spark of student thinking, stimulate students desire for knowledge. However, in frontline teaching, the design of some classroom problems is inefficient or even invalid. First, the pertinence is a necessary prerequisite for the issue of design 1. Case playback I have heard two “lesson easy structure” observation class. The subject is the seventh edition of the Sujiao edition “Do not impose on others”. Two classes “class ” but due to “Yi structure ” in the teacher and student groups caused a different response. Situation creation: “life online” pattering, autumn windsleep. Car by the station, up a middle-aged woman, she approached a seat, looked a lot, frowned, unpleasant, muffled