The cultivation of students' questioning ability depends not only on the basis of knowledge and ability, but also on the setting of question situations. Therefore, teachers should be good at creating novel and unique problem situations according to students' age and psychological characteristics, so that students can be exposed to the situation of "what they want is not enough, what they say is not enough", thus stimulating students' thirst for knowledge and making students' thinking in an active, positive and happy state of acquiring knowledge. For example, in the teaching of "environmental conditions of seed germination". Before class, I planted radish seeds in wet soil. The seeds grow into seedlings in a few days. In class, I let the students observe the seedlings, and then let the students ask questions about it. In class, the atmosphere of students' questions is warm, and the questions raised are varied: Do seeds need water for germination? Do seeds need air for germination? Does seed germination need temperature? Do seeds need soil for germination? Do seeds need sunlight to germinate? Does seed germination need nutrition? Some students even asked curiously: can this seedling grow radish in the future? By creating a good questioning situation, students can be prompted to ask questions, put forward valuable questions and create a good questioning atmosphere.
Teachers should take guiding students to ask questions as an essential link in classroom teaching and ensure that they have a certain time to ask questions to students. Classroom teaching should first take arousing students' problem consciousness as the source of innovation. Years of teaching practice have made me feel that there is a common phenomenon in class, that is, students dare not ask questions on their own initiative. Students often have questions about the knowledge they have just acquired. Some students are afraid to ask questions despite their doubts. First, they are afraid that the questions they ask will be teased by their classmates. Second, I am worried that if the questions raised are not the main points of the new lesson, I am afraid of being accused and criticized by the teacher. Over time, problems accumulate, and there is a fear of difficulties in class. Therefore, teachers must provide students with a safe, relaxed, democratic and harmonious teaching atmosphere in classroom teaching, so that students can devote themselves to their studies with a relaxed and happy mood. No matter what questions students ask, teachers should actively encourage and guide them. Students who boldly ask questions, regardless of the quality of the questions, should be encouraged. Students who ask wrong questions should not be criticized, but should be actively encouraged with a kind attitude and a kind smile to create a good atmosphere for students to ask questions and ask difficult questions.
Second, seize the opportunity to question and guide students to question
Educator Clay P Bedford said, "You can give students a lesson every day. But if you teach him to learn by stimulating curiosity, he will continue to learn all his life. " Therefore, teachers should form the habit of asking questions frequently in the daily teaching process. Choosing a good opportunity to ask questions can effectively improve the teaching effect and feedback students' information in time. When can I set questions to guide students to question? After years of teaching practice, I found that I can set up doubts in the following places.
(A) the best place to set up doubts in the teaching process.
The best part of teaching can be the following situations: when students' thinking is confined to a small world and cannot "break through"; When students are confused and bored; When students hold their own opinions and can't agree with them; When students are influenced by old knowledge and can't transfer knowledge smoothly. For example, when talking about the concept of "amphibians", I first ask students to talk about their understanding of amphibians in combination with the knowledge they have learned in primary school science classes and their daily life accumulation. Some students said, "Animals that live in water for a while and land for a while are called amphibians." Some students said, "No! Animals that live in water when they are young and live on land when they grow up are called amphibians. " When the students were arguing endlessly, I wondered: "What kind of animal is amphibian? Are crocodiles amphibians? Are seals amphibians? " Setting questions at this time can stimulate students' curiosity and urge them to study textbooks seriously and solve problems by themselves.
(B) in the teaching focused, difficult to doubt.
Whether the teaching content can be successfully taught to students depends largely on the teachers' grasp of the key points and difficulties in this section. Teachers with teaching experience often pay great attention to the choice of key and difficult teaching methods when preparing lessons. Appropriate questions about key and difficult teaching can get twice the result with half the effort. Of course, at this time, the questions raised by the teacher should be carefully considered and fully understood by the students. For example, the teaching focus of the "virus" part is "the structure and lifestyle of the virus". After teaching "Discovery of Virus" and "Types of Virus", I put forward the following questions for students to think about: The virus is very small, why is it so contagious? What does this have to do with the structure of virus? What is the structure of the virus? Another example is that "the relationship between chromosomes, DNA and genes" is a difficult point in the section "the nucleus is the genetic information base", which is often difficult for students to understand. When breaking through this difficulty, I designed the following questions for students to think about: ① Dolly the cloned sheep is like a B-type ewe, which means what is in the nucleus? (Answer: Genetic information. What is the carrier of genetic information? (answer: DNA. ) 3 ③DNA is very long and can be divided into many fragments. What is the name of each segment? (answer: genes. (4) How does DNA exist in the nucleus? (Answer: DNA exists as the main component of chromosomes. ) Constantly asking questions to students, patiently explaining questions, carefully grasping the logical relationship in textbooks, gradually enlightening and inducing, and effectively activating students' thinking can guide students to develop the habit of asking questions and asking difficult questions.
(C) doubts in the transition of teaching content
Setting up doubts at the transition can not only play a connecting role in the teaching content, but also stimulate and maintain students' good learning status. Teachers should use keen eyes to capture the information of students' life in the teaching process, seize the opportunity, and set doubts skillfully and timely. For example, in the teaching of "Biosphere", how to organically link the three contents of "the concept of biosphere", "the scope of biosphere" and "the biosphere provides basic conditions for the survival of living things" to make the lecture natural. Taking the familiar "home" as the main line, I put forward in turn: where is the "home" of the biosphere? How big is the home? What conditions can Home provide? Does biology have a second home? Is the biosphere the only "home" for living things? By setting these questions, the content of the text runs through, effectively stimulating students' interest in learning, and improving students' ability to analyze, explore and solve problems in questioning and solving doubts.
Third, guide questioning methods and cultivate questioning ability.
"It is better to teach people to fish than to teach people to fish." In teaching practice, I found that many students don't know where to solve problems. In daily teaching activities, teachers should strengthen students' awareness of asking questions, which requires teachers to teach students the methods of finding problems in teaching, and guide students to design questions carefully and ask questions boldly. However, after students have just formed the habit of asking questions, they may not be able to ask appropriate, profound and valuable questions. This requires giving full play to the leading role of teachers and timely guiding and teaching students some methods of asking questions.
(1) Encourage students to ask questions about textbooks, so that students can learn to learn new textbooks.
There are many questions about new knowledge in the new textbooks, which are worth thinking about. In teaching, I first use the questions in the textbook to guide students to ask questions and analyze doubts. For example, to classmates, the first lesson of biology study, has many questions: "Why do many countries prohibit human cloning?" "Why do many countries prohibit planting transgenic plants and raising transgenic animals?" "Why do transgenic tomatoes last longer than ordinary tomatoes?" And so on. Let students analyze these questions to stimulate their enthusiasm for learning biology and interest in asking questions and analyzing. Secondly, guide students to read the textbook carefully and ask questions about the text, illustrations, experimental scheme design and new knowledge structure in the new textbook. Since a semester, under my inspiration and guidance, students have raised many questions. For example, they questioned the inquiry scheme of "environmental conditions of seed germination" provided in the textbook: they thought that the experimental scheme provided in the textbook contained three inquiry experiments, which were difficult for students to understand and could be replaced by several small inquiry experiments. Another example is why 100 seeds are used in the experiment of "measuring seed germination rate" in textbooks. What scientific evidence is there? Can I use 50 or 40 pills? For another example, the textbook suggests drawing equidistant lines on the root tip with a pen to explore "which part of the root stretches fastest" Students find it difficult to operate in practice, which also raises doubts.
(2) Encourage students to ask questions to teachers, and improve students' questioning ability.
Many teachers are afraid of students asking questions in the teaching process. First, they are afraid of interfering with classroom teaching and unable to complete normal teaching tasks. Second, they are afraid that they will not be able to answer questions for a while, which will affect their image and prestige. This directly affects the cultivation of students' questioning ability and innovative spirit, and even stifles their innovative thinking. The subject of teaching is students. Students can ask various questions in the teaching process. For example, when studying "photosynthesis", students asked me, "Can plants carry out photosynthesis in moonlight?" "Can plants carry out photosynthesis by candlelight?" "Are all starches produced by plant photosynthesis?" For another example, when exploring the influence of light on the life of mice and girls, the scheme provided by the textbook suggests putting some wet soil in the experimental dish. In practice, the students found that the rat girl often got into the soil, so they asked me, "Teacher, can you not put the soil?" These questions are the concrete manifestations of students' exploration of new knowledge. Teachers should support and encourage students to ask questions boldly and guide them to be good at asking questions. Teachers should solve the following problems: first, strengthen professional theoretical knowledge and improve professional skills; Secondly, we should constantly improve our adaptability. Even if we can't answer questions immediately, we should analyze and discuss the problems first, and put forward some ideas and methods to solve the problems, so that students can think and cultivate their thinking ability. Finally, we should improve the ability to control classroom teaching.
(3) Encourage students to ask questions about life and improve their questioning level.
Biology is closely related to the reality of life. A lot of biological knowledge comes from life, and many activities in people's production and life are also inseparable from biological knowledge. Teachers can encourage students to ask questions and question life. For example, why should wine be sealed to avoid leakage? Why do soybeans need shallow sowing? Is it the bud that breaks through the seed coat first when making soybean sprouts? Are watermelon seeds and sunflower seeds both seeds? Leek and leek Huang Dou are developed from leek seeds. Why are leeks green and yellow and white? Why do leaves turn from green to yellow or from green to red in autumn?
Cultivating students' questioning ability is one of the effective methods to cultivate students' innovative ability. Teachers should pay attention to the cultivation of students' questioning ability for a long time in teaching practice, so that students can form the habit of questioning, master the methods of questioning and form the ability of questioning. In the teaching process, teachers can only let students dare to question, be good at questioning and constantly pursue deepening, so that students can better appreciate the vastness of knowledge and finally deepen the thinking process.