First, question: find another way, full of colorful spring.
Inquiry is a strategy of problem decomposition, which means that when students can't answer because of lack of knowledge, vague questions or some difficulties, teachers change their own angles and let students approach the answers to questions in another way. The ways of inquiry mainly include: changing the questioning angle of the same question, decomposing the original question into several small questions one by one, providing clues to answer, and putting forward a new question related to the original question. , or control the small with the big, or control the difficult with the difficult, or simplify with the simple, or control the real with the virtual, so as to guide and urge students to find another way until the understanding becomes accurate, comprehensive and profound. Please see the clip of teacher Yu Yongzheng teaching "The Corner of Lin Chong Liu Haihong":
Teacher: What is Lin Chong's way of treating people? Mr. Yu read it two or three times and read that Lin Chong was hiding. Read it two or three times, and you will find that his character and personality can be summarized in one word.
The teacher wrote this sentence in the palm of a classmate's hand and encouraged the students to read Lin Chong's greatest personality and character. )
Students read the text silently without raising their hands.
Teacher: To understand a person, we should look at the words and expressions that describe his language and actions, and find out which natural paragraphs describe Lin Chong's language and actions. Find out which words are used to describe Lin Chong's language and actions.
Find out the key paragraphs, the third, fourth and seventh paragraphs, find out the key words, and then guide the students to learn the key words. Finally, exchange the words you are looking for. )
Health: forbearance, forbearance, modesty and forbearance.
Teacher: forbearance, humility, tolerance, one word: let.
When students are at a loss when facing the teacher's questions, the reason may be that the teacher's questions are deep and thoughtful, and they can only answer after fully understanding the text. Last class, facing the "students' silence" after reading the text silently, the teacher guided the students: to understand a person, we must look at the words that describe his language actions. Find out which natural paragraphs write Lin Chong's language and actions. Find out which words are used to describe Lin Chong's language and actions. In this way, the difficulty of the problem is reduced, and a ladder is set up for students to go up step by step. Under the guidance of the teacher, the students first find three natural paragraphs that mainly describe Lin Chong's language and movements, then focus on key paragraphs, find keywords, and finally find more perfect answers from different angles. It can be seen that inquiry is conducive to cultivating the depth and breadth of students' thinking, the uniqueness and innovation of thinking. Timely exploration and reasonable decomposition of problems are conducive to guiding students to step into the text, walk back and forth several times in the text, and have in-depth dialogue with the text. At the same time, students master the strategy of problem decomposition in the process of inquiry, which lays the foundation for autonomous learning.
Second, follow-up: trace back to the source and know why it is better.
Questioning here refers to "asking the truth" and "getting to the bottom of it", that is, after the students have basically answered the questions raised by the teachers, in order to guide the students to think deeply, the teachers "ask questions twice" in a targeted manner, thus activating the students' thinking again, promoting their in-depth exploration and improving their learning ability. Sometimes, when students tell the answer, they may not really understand or understand it thoroughly. At this time, the teacher intends to make a comeback, not to let the students be caught off guard, but to let the students change from "knowing why" to "knowing why". Asking questions can help students to be suddenly enlightened when they are confused, and pursue a profound and comprehensive understanding when their understanding is superficial and one-sided. Questions are vertical and in-depth, and generally tend to the same student, so that students' thinking will not be interrupted and the dialogue can be carried out in depth.
In the class of "Like a Dream", when guiding students to sum up the three scenes described in the words, a teacher guided students to tell the beautiful scenery that Li Qingzhao had enjoyed.
Teacher: How to summarize the third scene? The first two scenes are Sunset in Xiting and Deep Lotus. )
Health: A pool of seagulls and herons.
Teacher: Is it different?
Health: You can use Surprised Gulls and Herons.
Teacher: Which is more beautiful, "the frightened seagull heron" or "the seagull heron on the beach"?
Health: The Scared Gull Heron is better.
Health: Startled Gull Heron made me seem to see the Gull Heron flying.
Health: It shows the beauty of seagulls and herons flying.
Teacher: It's called dynamic beauty.
Teacher: However, The Scared Gull is about human movements. What should I say if I describe this scene?
Health: (suddenly enlighted) The seagulls started up.
The teacher wrote "seagulls are frightened" on the blackboard, and the book is empty.
In the above teaching, the teacher used the method of "asking questions". By asking questions, students think more deeply and carefully. In comparison, students found that "Entrepreneurial Gull" is more dynamic than "a beach Gull", and in discrimination, they realized that "Entrepreneurial Gull" is more vivid than "Entrepreneurial Gull". The process of guiding students to accurately summarize scenes is also a process in which word meaning interpretation and language training blend and complement each other. It can be seen that asking questions can guide students to think vertically about phenomena, change perception into understanding, and thus guide students to enter the text.
Therefore, on the basis of reading the text carefully, we should use sharp eyes in classroom teaching to distinguish whether students' contact with the text is "fast and good" through many phenomena in the classroom. Through reasonable questions, guide students to have in-depth dialogue and effective dialogue with the text, and finally walk into the text to avoid superficial understanding of the text.
Third, turn to ask: throwing hydrangea skillfully has a bright future.
When students' answers are stuck or incorrect, transfer questions often appear. Instead of answering for children, teachers skillfully "throw hydrangeas", throwing questions to another student with "who has something to add" and "who has a different understanding", or letting students transfer the questions to their peers themselves, so as to solve the problems better. Sometimes, in order to get more students to participate in the discussion, so that a certain emotion can arouse everyone's * * *, there will also be rounds of asking questions. Please take a look at the teaching clip of the ninth book "Wonderful and Terrible" of People's Education Press:
Teacher: Read it carefully and see what's special about this sentence. (Show the sentence: "Seven o'clock. A quarter past seven. 7: 30. Dad hasn't come back yet. " )
Health: There is a period after every word. According to common sense, you should use commas or pauses.
Teacher: Compare and imagine what you see at the end of the sentence.
Health 1: My buddy is sitting in the living room, waiting anxiously.
Teacher: Think again, what else can Buddy do? (thinking)
Teacher's Guide: Seven o'clock, man-
Health 2: I opened the window and looked out, but my father didn't come back.
Teacher's introduction: 7: 15-