Effective Strategies for Asking Questions in Junior Middle School Chinese Class I. Historical Overview of Asking Questions
In China, Confucius, a great educator in ancient times, was very inquisitive. The Analects of Confucius was the text used by Confucius to answer questions with students. In the west, Socrates, an ancient Greek educator, advocated exposing contradictions in mutual understanding by asking questions. In teaching, Socrates did not directly impart knowledge to students, but publicized his views through questions and dialogues. The famous Brazilian educator Paul? Freire once put forward the theory of problem education. American education expert Sterling? G. kalhan believes that questioning is the basic control means for teachers to promote students' thinking, evaluate learning effects and push students to achieve the expected goals. ? 19 12 Stevens research in the United States found that teachers' questions and students' answers accounted for about 80% of ordinary class hours.
Second, the basic requirements for asking questions
1. Student-oriented
The new curriculum standard of junior middle school Chinese requires that teaching should be student-centered, design different levels of questions according to students' learning needs, and be good at putting forward targeted questions that can arouse students' learning enthusiasm and develop students' thinking ability. Only when teachers are good at asking questions can students be prompted to ask questions, and the goal of good questions should be aimed at students.
2. Ask where you have questions
Teachers must ask questions where students have doubts, so that students are interested in thinking. If the teacher asks not the students' questions, but what the students understand and don't understand, it will not only arouse the students' interest, but will make them hate learning and ignore the questions raised by the teacher. For example, in Lao She's "Winter in Jinan" class, if you are in a school in Jinan, the teacher should not directly ask the students what the winter scene is here. Because the students all know that the interest in answering is not high. Teachers should ask appropriate questions: Why did the author Lao She write Jinan as winter instead of spring and summer? This will mobilize students' thinking and think positively. In fact, when thinking, students will also think about what Jinan has in winter.
The difficulty of this problem is moderate.
When teachers ask questions, the more difficult it is to avoid questions, the more they can explain their teaching level, and the more students will respect their psychology. It should not be as difficult as possible, but as difficult as possible. For example, when studying Yueyang Tower, which one of them? He Chun Jingming? Is the textbook right? Scene? There are notes. For junior high school students, it is enough to remember, but some teachers may deliberately expand because of their deep knowledge, so that students can think about why sunlight is. Because this involves the knowledge of ancient Chinese literature that was only taught in universities, junior high school students simply don't understand it. Even if the teacher explains it, it is difficult for students to understand. Such questions will make students afraid to learn classical Chinese. Therefore, it is difficult for teachers to ask questions to students. Scope of ability? This can stimulate students to think positively.
4. Ask questions that are enlightening.
The purpose of teachers' questioning is to arouse students' strong interest in learning, stimulate students' desire to explore knowledge and make students think positively. Therefore, teachers' questions should first arouse students' interest in thinking, make students' thinking active and in a state of high emotions, and mobilize students' enthusiasm for finding answers.
Third, the basic characteristics of questioning
1. Support
Teachers' questions should involve students actively and face all students, instead of always finding a few fixed students to answer questions. Even if they raise their hands to answer questions automatically, they should encourage other students in time. Because there are always a few excellent students who often raise their hands to answer questions, it will inevitably narrow the scope of the questions, so that most students will not get the opportunity to answer and exercise. Therefore, teachers should try to involve more students or ask questions with moderate difficulty, encourage those students who don't like to answer questions or ask other students if they have other opinions or opinions after one student answers, and gradually make the students in the class form a good habit of answering questions.
Step 2 make it public
Teachers' questions can sometimes stimulate students to have original opinions, thus promoting the development of students' creative thinking and ability. For example, the lesson "Reading Comprehension" is correct? Why is there a source of living water? Teachers should make students think at the right time? Living water? Does it just mean inspiration? Students can think at will. Such questions can stimulate students' creative thinking. As long as students actively think, even if the answer is wrong or incomplete, they will gain valuable experience in independent thinking. In a sense, this kind of thinking experience is sometimes more important than getting the correct answer, at least breaking the students' mindset and activating their creative thinking.
Step 3 be neat
Asking questions is not random, but after careful consideration before class, or according to the specific situation in the teaching process. When teachers ask questions to students, they should ensure that the questions are related to what they have said before and after, and introduce students into the questions step by step, hierarchically and rhythmically, so that students can learn gradually and deeply around the theme and ideological content. For example, when talking about poetry, the teacher should ask the students if they remember the author's life background and writing time. Only by understanding the writer's life experience can we better understand the poet's feelings.
Hint
Timeliness refers to the questions raised by teachers, which can guide students' thinking activities, give students a general thinking direction or prompt them to start thinking and research. For example, when studying Tao Yuanming's Return to the Garden, perhaps students will not actively associate what they have learned in this class with the previous Peach Blossom Garden, but will only learn and understand Tao Yuanming in this class. At this time, the teacher should ask some questions in time to urge students to combine these two classes, and through comparative study, they can have a deeper understanding of Tao Yuanming's feelings.
Fourth, the unique effect of questioning.
1. Can teachers introduce students by asking questions? Problem situation?
Make students' attention quickly focus on the character situation of the text they have learned, concentrate on their studies, and feel as if they are wandering around? Herbal garden? And then what? Three pools printing the moon? , as if he is? The fallen prince? .
2. Through teachers' effective questioning, students can recall, contact and analyze the contents related to the text, thus gaining new understanding and learning experience.
For example, when writing Du Fu's Shi Qu Guan, teachers should let students recall Du Fu's poems learned in primary school, such as Jueju, compare these two texts, analyze the changes of Du Fu's emotional tone, and then contact Du Fu's life and background to get new inspiration and understanding.
3. Teachers ask questions and students answer them
This kind of question and answer can improve students' ability to analyze and solve problems by using useful information, so as to gain new knowledge and ability, learn to communicate and cooperate in the discussion of problems, improve their language expression ability and learn to learn. At the same time, through the discussion of problems, teachers and students have more opportunities for communication.
Through the teacher's questions, students can solve problems through their own brain thinking.
This will enable students to firmly grasp the knowledge points in the question. Teachers' questions can give students opportunities for independent thinking and cooperative research, and acquire knowledge more firmly than teachers' explanations.
Asking questions helps students form the habit of thinking and solving problems.
Continuous questioning teaching will enable students to gradually form the thinking habits and learning methods of catching, analyzing and solving problems, which will be of great help to students' independent study and work in the future.
The unique skills of verb (verb's abbreviation) in asking questions
1. Grasp the key points in the textbook that play a leading role in students' thinking and ask questions.
The focus of teaching materials refers to those contents that play a leading role in students' thinking. Pull one hair and move the whole body? This place. For example, Kong Yiji's lesson, Kong Yiji should be regarded as a tragic figure, but Kong Yiji in the text seems to be a? Laughing star? . This? Laugh? The text should be carefully designed by the author? Yan Wen? . Grab this? Laugh? Asking questions with questions can guide students to understand the profound meaning contained in the text layer by layer. If you can ask:? As soon as Kong Yiji appeared, he was accompanied by a sentence. What are the words in the text? Where is Kong Yiji's ridiculousness? Why do people around laugh at the tragic deaths of Kong Yiji and Kong Yiji? What caused this tragedy? We couldn't laugh when we saw Kong Yiji, but we felt a little cold. Why? These questions are pertinent everywhere, and every question can cause the ups and downs of students' thinking and arouse their discussion. ? Laugh? The problem is thoroughly studied and the students have a thorough understanding of the full text.
2. Ask questions in a planned, purposeful and enlightening way.
Asking questions should closely focus on the center of the textbook, obey the overall goal of the textbook, be planned, purposeful and enlightening, and play a role in arousing a thousand waves with one stone. Some texts should be asked before reading, some should be asked during reading and some should be asked after reading. For example, when studying the old textbook "The Merchant of Venice", the teacher had better ask the students before reading it: there are four works describing the image of a miser in the world literature masterpieces, one of which is "The Miser" by French comedian Moliere; The second is Balzac's Eugénie? Grandet wrote the miser Grandet; The third film is Dead Soul, which says "Plushkin". I have studied the last two self-taught books, please remember? Next? Although they are all about misers, are they all the same in character? In this way, students will think positively, recall what they have learned and give answers. Another example is "necklace". When studying this course, the teacher should ask the students after reading it. Is there any society now? Mrs Loisel. Character type? Questions in reading can be suggestive, enlightening and summative. For example, when talking about "A Mountain of Yugong", what about after reading it? Yu Gong is 90 years old? By the way, how old is the old foolish old man? The student union will answer:? Ninety! ? The purpose is to emphasize? And then what? The explanation. Even if you ask questions casually, you should be aware of the direction to guide students' thinking.
3. The problem should be able to expand the curriculum field and mobilize students' existing knowledge and experience.
Teachers should consciously ask students about their life experiences, or infiltrate into other disciplines to promote the formation of new knowledge. For example, when talking about the text "Shi Quguan", the teacher should not be limited to the explanation of this text, but should ask the students some historical questions in this respect. For example, the history of the military corvee suffered by the working people in ancient China can also make students think about the poems they learned in primary school that reflect the sufferings of the working people, so as to arouse their enthusiasm, review their previous knowledge, link the subject of Chinese with other subjects, expand the field of courses, and enable students to develop in an all-round way.
4. The questions raised can reveal contradictions and cause thinking.
Classroom questioning can reveal contradictions, form cognitive conflicts, arouse students' thinking and promote the dynamic generation of classroom. For example, when I was talking about the text "Selling Charcoal Weng", I asked my classmates to find some texts or poems to show the miserable life of farmers. According to their own knowledge accumulation, the students said these poems or texts over and over again, paving the way for the students to analyze the reasons for the tragic situation of farmers. When the students answered that natural disasters are one of the reasons for the tragic fate of farmers, I then asked: Are farmers still worried about natural disasters today? This question was not intentionally designed by me in advance, but was put forward according to the students' answers, which made students form cognitive conflicts, triggered students' thinking and promoted the dynamic generation of the classroom.
In a word, Chinese teaching is inseparable from asking questions. Teachers should adopt appropriate questioning methods according to the requirements and characteristics of questioning, and pay attention to asking questions for all students. Questions should be concise, stimulate students' interest in learning and promote students' cooperative learning. The frequency of asking questions should also be appropriate. However, in the process of questioning, teachers will face many uncertain factors, which requires teachers to make good use of the art of questioning.