First, eliminate psychological barriers and cultivate questioning consciousness.
When students study, there will be many problems. Why can't students ask questions in Chinese class? There are mainly the following obstacles.
1. superstitious books, no doubt consciousness. Teachers should help students to establish a sense of doubt and make them realize that what is said in the book may not be completely correct. Only by establishing the consciousness of not being superstitious about books, daring to criticize and dare to deny can we question.
2. There is no habit of actively questioning. Most students are used to thinking and solving problems raised by teachers, but not to asking questions on their own initiative. This actually reflects students' dependence on teachers. Therefore, if students want to form the habit of asking questions on their own initiative, they should get rid of their superstition about teachers, and teachers will not try their best to replace them in Chinese teaching, so that students can get rid of the shackles of teachers' "teaching" and ask questions and solve problems by themselves.
3. Lack of sufficient relevant knowledge. Due to the lack of relevant knowledge, even if the problem is in front of them, they will turn a blind eye and have no idea that it is a problem or how to question it. Therefore, teachers should cultivate students' habit of accumulating knowledge at ordinary times and cultivate students' ability to use what they have learned to ask new questions.
4. Face thinking is serious. Some students are afraid of losing face by answering wrong questions. So there is a strange phenomenon. Primary school students are more enthusiastic about asking questions than junior high school students, and junior high school students are more enthusiastic than senior high school students. The older you get, the fewer problems you have. In addition to the fact that students become more mature and stable with age, the concept of face is also enhanced with age. Therefore, on the one hand, we should educate students not to lose face and not to be afraid of making mistakes. Doubting and asking the wrong questions is not a bad thing. On the other hand, teachers should protect students' enthusiasm for asking questions and encourage them as long as there are justified reasons.
Second, create a questioning environment and cultivate the spirit of questioning
1. Create a positive classroom atmosphere. Traditional teaching focuses on imparting knowledge, emphasizing teachers' "teaching", so that students have a teacher-oriented mindset. The teacher-student relationship in the classroom presents a state of "obedience". Students have no questions and don't need to ask questions. Where does the problem come from if this continues? Therefore, in teaching, teachers should pay attention to their own tone and try to ask questions in a consultative tone, such as "Do you have any questions" and "Do you have any different opinions"; You can also use inspiring language to encourage students to ask questions, such as "Your question is very good" and "Your point of view is unique". Encourage students to be innovative, dare to challenge teachers and classics, listen carefully to students' different opinions and unique opinions, guide students to dare to think, speak and ask, create a democratic and relaxed teaching atmosphere, and provide students with warm soil.
2. Adhere to the students' dominant position. In the classroom, students should be the center of teaching and be in the main position. When designing questions, teachers should first think of students and estimate how they will think and answer. For the students who answered the questions, "don't judge heroes by success or failure", it is of course good to get it right; Give encouragement even if the answer is wrong. Even if the students' answers are completely wrong, the teacher should listen and give comments. Perhaps his thinking is representative and universal in the whole class, so the teacher should give comments in time and correct his mistakes. In this way, in class, students can always be active and have no ideological burden.
3. Create a good questioning situation. In classroom teaching, teachers should try their best to create questioning situations, so that students can have problems in the situations and thus have the desire to solve problems. Teachers are good at asking questions, which means paying attention to the artistry of Chinese teaching. Whether a question is properly set, too simple or too difficult will affect the expansion of students' thinking ability and the improvement of their innovation ability. Therefore, teachers need to find out the students' level, study the teaching materials carefully and choose the right topics. It is necessary to analyze specific problems, explain them in simple terms, or ask questions directly, or make a mountain out of a molehill.
Third, guide questioning methods and cultivate questioning ability.
1. Seize the opportunity to ask questions. Strike while the iron is hot, and seize the opportunity in teaching. Confucius once said, "If you are not angry, you will not be angry." It can be seen that only when students are in a state of "anger and depression", that is, when they have "figured out the knot but failed" and "can't say it", is the best time to "open their hearts" and "achieve words" to students.
When students preview or read the text for the first time, they will encounter many problems, which involve both content-centered thinking and writing methods. Students' understanding ability is different, so the difficulty of the question is also different. At this time, the students' psychological state is that they hope their problems can be taken seriously by everyone, and at the same time, they hope that the problems raised can be solved. Therefore, this teaching link should stimulate students' questioning consciousness and encourage students to question boldly. When students read the text by themselves with questions, they will think deeply and put forward some targeted questions. Questions in the process of understanding can guide students to actively explore the key contents of the text. Teachers can't replace it. It is necessary to overcome the old teaching mode of "teachers ask and students answer" and give students the initiative to ask questions. Everyone can ask questions, and everyone can be a teacher, asking and answering questions with each other, forming a good atmosphere for questioning and solving doubts.
2. Help students overcome language barriers. There are often the following situations in class: students raise their hands on their own initiative, but when they stand up, they are tongue-tied and don't understand. This kind of students are not without problems, but their oral expression ability is poor, which affects the expression of thinking. In view of this situation, several forms of questioning can be introduced to students. Ask directly, simply ask "what's there" and so on. Rhetorical questions are aimed at students' confused understanding of basic knowledge, basic skills or a certain problem, and ask questions step by step, so that students can suddenly wake up and achieve the goal of turning mistakes into positive ones. Asking a question is to ask a deeper question after a certain question is answered positively or negatively, and its manifestations are "why" and "please explain the reason", which is convenient for us to seek depth from the easy.
Einstein said: "It is often more important to ask questions than to solve them." With the progress of society and the in-depth development of education reform, people are increasingly aware that cultivating students' problem consciousness, spirit and ability is the key to fully implement quality education and cultivate innovative talents. I hope that "problem teaching" can attract more and more people's attention and be effectively carried out in teaching.