German philosopher Heidegger believes that the teacher's task is to "let them learn"-"he should learn to let them learn". In essence, the interaction between teachers and students in reading teaching is to "ask questions-analyze problems-solve problems" and further explore the problems, so as to achieve a breakthrough from quantitative change to qualitative change.

1. Stay suspicious-find the problem.

"Learning begins with thinking, and thinking begins with doubt." In reading teaching, teachers should attach importance to cultivating students' ability to find problems, that is, the ability to doubt. Without doubt, there is no thinking; Without thinking, there will be no progress. In class, for example

How to guide students to be suspicious? The key is to create an equal and harmonious teaching atmosphere and pay attention to creating problem situations. Secondly, teach students to "doubt" in different ways and forms. Students of different levels have different degrees of doubt. "Suspicion" should be open to everyone. In class, teachers should allow students to make bold assumptions, allow different assumptions to coexist, and ask students to ask questions boldly in class. "Doubt" is the basic work of classroom teaching.

2. Choose doubt-analyze the problem

In the process of reading teaching, when students' learning doubts are aroused, their questions are often chaotic, trivial and even strange, and they often fail to grasp the key points. At this time, teachers should use the situation to help students judge, analyze and identify valuable questions worth exploring, and initially let students learn to ask questions. Then through the teacher's further questions and rhetorical questions, the questions are led to the depth and essence. At the same time, teachers should adjust the teaching design in time, prioritize the doubts found by students in their study, integrate teaching plans and solve the main problems in the classroom.

In fact, teachers' choice doubt can be divided into two stages. The first stage is to guide students to learn to ask questions, which is the accumulation of "doubt" The second stage of "choosing doubts" is to deeply guide students to ask questions, which is a qualitative improvement on the basis of quantity.

In these two stages, students' thinking is in a state of excitement, and they actively participate in inquiry. Teachers should not take a negative and critical attitude towards students' problems, so as not to dampen students' enthusiasm and extinguish the spark of thinking, nor should they blindly praise students' problems, but should help them learn how to grasp the essence of the text. Through repeated practice, students' questions will gradually hit the point, which is the role of "choosing doubts". "Choosing doubts is the key link in classroom teaching.

3. Pursuing doubts-investigating problems

The purpose of pursuing questions is to train students not to be satisfied with the existing problems, but to lead the problems to the deeper level of the text and explore the essence of things. Through "asking questions", students' ability to explore, judge, analyze and solve problems is further trained. Pupils are limited by experience and knowledge accumulation. After solving some initial problems, they are not good at further discovering problems. This requires teachers to encourage students to concentrate on reading, think seriously, find doubts and inspire them to read twists and turns in seemingly ordinary places; See the doubt where there is no doubt, and then go deep into it. In the process of guiding students to study problems, they must be left to ask.

Different opportunities to develop their creativity and encourage them to find problems that others have not noticed. "Solving puzzles" should be carried out at different levels to promote the development of students at different levels. For excellent students, it is more to guide and motivate them to pursue doubt step by step; For students with learning difficulties, as long as they have a definite question, they should be appreciated in time and ask questions appropriately within their ability. "Questioning" is the growing point of promoting students' development and individuality in classroom teaching.

Second, ways to cultivate students' ability to question and ask difficult questions

1. Query on causality

Curiosity is human nature. When students encounter or see a phenomenon and ask "why", they know the reason. Ask "what's going on" because you want to know the result. As for asking "why", I want to know.

So we should look for the law of the development of things. Looking for cause and effect, looking for laws, this is the beginning of every student's cognitive development.

For example, in the "osmanthus rain" class, there is a sentence in the article, "When osmanthus is in full bloom, at least a dozen neighbors are not immersed in osmanthus fragrance." The students found a puzzling phenomenon: the word "immersion" generally means putting things in water, but how can the village be immersed in osmanthus fragrance? After the collective questioning of teachers and classmates and the re-exploration of things, I understand that the sweet-scented osmanthus in full bloom has a strong aroma (this is the "cause"), and the fragrance of sweet-scented osmanthus can be smelled everywhere in the village. The village is like soaking in the fragrance (this is the "fruit").

Frequent causal training will gradually improve students' ability to question and ask difficult questions independently, and they will also ask "why" for things they don't understand, so as to find their causal relationship. In teaching, teachers can guide students to think about some phenomena around them, ask "why" and "how", and explore the causal relationship and development law of things themselves.

2. Discovering inconsistencies and doubts

Doubt begins with contradiction, and there is a problem with contradiction. Teachers should teach students to question the seemingly contradictory parts of the text, not only the obvious contradictions, but also learn to question the less obvious contradictions, which can only be found through comparison.

Please look at the following teaching clip. A teacher gave a class to Qiu, a comrade-in-arms. On the basis of fully reading the text, he arranged a session for students to ask questions. A student said: "The second section of the text says,' We must stay still on the ground, cough or curl our legs. May be found by the enemy. "The fifth paragraph also said,' I suddenly smelled a strong smell of burnt cotton cloth. I turned to look, alas! The fire is on Qiu!' My question is, when we say that we must "stay still" in front, how can we "turn around"? If we do this, will the enemy find out? " 1

"You are good at asking questions." The teacher praised the students who asked questions first, and then turned to the class and said, "She called it finding questions from the context, which is worth learning. Who can answer her question? " The teacher kicked the ball to the whole class. After that, the students buried themselves in their books and tried to find the answer from them.

The following is a dialogue between students.

Health: "I understand it this way. There is wind in the wild, and the wind moves when it blows." When I turned my head, there seemed to be a wind blowing. Questioner: "Trouble is natural. Is it man-made or may be discovered by the enemy? "

Health: "When turning your head, the movement is very small, and the enemy will not find it."

The questioner shook his head and expressed dissatisfaction with this view.

Health: "Molotov cocktails have smoke after burning. Under the cover of smoke, I turned my head and the enemy could not see it. "

Students ask their own questions in the seemingly contradictory parts of the text, and other students read the text and expand their reasonable imagination to understand. We can't help applauding the students who asked questions, applauding the students who answered them, and praising the teachers' classroom teaching wisdom. 、

3. Grasp the text center to ask questions

In the process of asking questions and asking difficult questions, we should grasp the main or key issues for discussion, so as to grasp the spiritual essence of the text. Therefore, teachers should focus on the text in reading teaching, ask a word or a sentence with the whole text, and guide students to concentrate on thinking about the most basic content of the text.

For example, skimming the text "A Night's Work" can help students understand how hard and simple it is! This central sentence is hard to question.

(1) What is "toil"? Which sentences in the text describe Premier Zhou's hard work? I understand "hard work" and read the document "one foot high" all night.

(2) What is "simplicity"? Which sentences in the text describe Premier Zhou's simple living? Let the students read the text and find the corresponding sentences.

In this way, classroom teaching revolves around this sentence that summarizes the center of the text. It has a clear context and a simple structure. Students' understanding of the text will not be fragmented, and they will deeply perceive Premier Zhou's noble personality and noble quality from the overall structure of the text.

4. Questioning the teaching objectives

Teaching goal is the starting point and destination of classroom teaching, the core and soul of teaching activities, and an important standard to test students' learning effect. In reading teaching, let students question and question the teaching objectives, reflect on what they have learned in class, dig deep into the full text, grasp the deep connotation of the article, and lay effective paths and channels. For example, at the beginning of teaching the article "Before Yan Jian's Life and Death", the teacher indicated his teaching goal.

While studying the text, a student questioned the teaching goal of "feeling Yan Jiansheng's vivid image as a miser". He thinks that Yan Jiansheng in the article is a very thrifty person, not a miser. The teacher praised: "You really know how to read, and you can question the teaching objectives. It's not easy! " "Then let the class talk about the understanding of Yan Jiansheng. Most students think Yan Jiansheng is thrifty, and only a few students think he is stingy. Is it frugal or stingy? Teachers first guide students to differentiate and compare the two words "frugality" and "meanness" to make clear the similarities and differences of their meanings, and then guide students to study the introduction before class, read the text carefully, find out the corresponding sentences in the text, make a marginal note and write down their reading feelings. Then, the whole class exchanged their reading experiences. The teacher shows the relevant paragraphs according to the students' answers.

During the communication, the teacher promptly suggested: "Yan Jiansheng's manner is changing, but what remains unchanged is his hand. Read and compare the words "immortal" and "dead and lifeless". Let the students talk about their reading feelings and experiences. Remind students to rethink. What do ordinary people miss before they die, and what does Yan Jiansheng miss? According to the introduction before class, Yan Jiansheng's family is very rich. This "Guo Jianzi" was also donated with money.

Through this series of activities, the students gradually realized that the author satirized Yan Jiansheng's meanness with a lamp grass. Teachers carry out teaching according to students' doubts about teaching objectives, which not only helps students to clarify problems, correct mistakes, guide students to learn texts, analyze sentences and master reading methods, but also enables students to know irony and understand the differences in meaning, thus achieving the teaching objectives of this course.

Of course, there are many ways and means to train students to question and ask difficult questions. In teaching, we should proceed from the text and students' reality and use it flexibly. Teachers should study students carefully, not only concentrate on studying the text, but also encourage students to study the text actively. At the same time, we should do a good job in macro-control of classroom teaching, expand the thinking of asking questions according to the teaching content, cultivate students to dare to ask questions, choose the best starting point from multiple angles, and stimulate students to ask questions independently and trace back to the source. And do a good job in guiding the direction of thinking and controlling the scope of thinking, so as to realize the high efficiency and high quality of questioning and lay a solid foundation for students' independent reading and inquiry learning.