一、问题的设计要具有合理的梯度和开放性学生的能力、智力不一样,对同一知识点的认识、理解、记忆,运用的能力也不尽相同,因此教师在设计问题时,要把握好层次,注意前后知识点的衔接及过渡,循序渐进地设问,注意提问的坡度,对于难度过大的问题,要设计辅助性提问,即设计问题跨度要小,即由浅入难,步步引导学生,例如:在学习《金属化学 First, the design of the problem should have a reasonable gradient and open ability of students, intelligence is not the same knowledge of the same point of understanding, understanding, memory, use the ability is not the same, so teachers in the design of the problem, we must take a good grasp Level, pay attention to the convergence and transition of knowledge before and after the point, step by step set the question, pay attention to the gradient of the question, for the problem of excessive difficulty, to design a supplementary question, that is, the design span is smaller, that is, For example: studying "Metal Chemistry