First, grasp the opportunity to ask questions, summarize them in time, and improve the quality of questions.
Questioning in class should proceed from students' reality, grasp the opportunity to ask questions and induce them in time. In Chinese teaching, only by carefully designing questions can we give full play to the role of classroom questioning and improve the effect of classroom teaching. For example, the lecture begins to ask questions and introduce new lessons to link old knowledge with new knowledge; Ask questions in the transitional or turning stage, and link the teaching material structure with the knowledge system; Ask questions, combine understanding with memory when summing up; Ask questions at key points and combine interest with knowledge; Ask questions when summing up the rules, and combine the cultivation of seeking common ground thinking and seeking differences thinking. I do it from the following aspects in teaching.
(1) Paying attention to the artistry of new lesson introduction, asking questions in new lesson introduction will arouse students' strong desire to learn new secrets and play a good role in arousing a thousand waves with one stone.
For example, when teaching Memory Reading, I just introduce new lessons with questions. Combined with the content of the new lesson, I designed the following questions: which book has the greatest influence on you? Which writer do you like best? Tell it to everyone. All these have paved the way for the new teaching content. Introducing new knowledge from reviewing old knowledge not only conforms to students' age and psychological characteristics, but also conforms to the teaching principle of from easy to difficult and step by step, which naturally links old and new knowledge, removes obstacles for students' understanding and creates conditions for the teaching of new courses.
(2) Ask questions during the transition, review old knowledge, introduce new knowledge, and highlight the integrity of learning.
German educator Herbart said: "If teachers' questions can attract students' attention, then students can be consistently shown as waiting, exploring and acting at every stage." In teaching, I use the existing knowledge, combine what I have learned, pay attention to the connection of knowledge points, design various problems from multiple angles and directions, cultivate innovative thinking and enhance innovative ability. For example, when I was teaching Yu Guangzhong's Homesickness, after reading aloud in this class, I designed the following questions: Why did the author write homesickness? What thoughts and feelings should the author express in Homesickness? What images did the author use to write this emotion? Let the students answer the questions one by one according to the previous design, and they will understand them more easily.
(3) Ask questions when highlighting key points, take questions as the main line, and contact and expand the teaching content.
The teaching time of a class is limited. If you apply force evenly to many teaching contents, you will catch your eyebrows and beard, and nothing will be caught as a result. In teaching, teachers find out the key and targeted design problems in the teaching content. For example, when teaching Tortoise, the focus of this lesson is the understanding of the subject. In view of this point, I designed two questions: 1. Where is the turtle's stubbornness? 2. Is it meaningful to be stubborn? Why? Let the students try to explore. Highlighting key points and connecting with life have deepened students' impression and played a role in understanding the text as a whole.
(4) Ask questions when solving problems, make it easy, simplify the complex, and build a learning bridge.
In teaching, teachers should find out the teaching difficulties, design corresponding teaching links for them, choose appropriate teaching methods, take different measures to solve the difficulties, reduce the teaching difficulties, and help students achieve success in learning. For example, in teaching Praise of Poplar, in order to make students understand, practice and master it, the following questions can be designed: 1. How to understand the word praise? 2. From what aspects does the text praise poplar? How to praise poplars? 3. Why should the author praise the poplar? In this way, through teachers' questions, students' discussions and other forms, students' interest is stimulated, students' enthusiasm for thinking is mobilized, and teaching difficulties are gradually solved.
(5) Starting from the "blank point", design questions and train students' imaginative thinking ability.
Due to the need of expression, many texts often leave "blank spots", either in the text, which contains rich connotations or at the end of the text, which is incoherent. In teaching, we should grasp these "blank points" to ask questions, guide students to enrich their imagination, enrich the content of the text and promote the development of students' creative thinking. For example, when studying the ancient poem "Joining the Army at Fifteen" and the first sentence of the poem "Joining the Army at Fifteen, Returning at the Beginning of Eighty", the teacher asked the students "What kind of military experience will there be between the ages of fifteen and eighty? Contact the times, use your imagination, write a paragraph and tell the veterans about his experience in detail. " This method can stimulate students' curiosity and imagination and lay a foundation for guiding students to understand the text in depth.
Second, grasp the order of classroom questioning design, optimize teaching links, and effectively improve teaching efficiency.
In Chinese teaching, questioning should be based on the internal relationship of textbook knowledge structure, the laws of students' cognitive development, thinking development, psychological development and Chinese teaching, and set questions one after another, from easy to difficult, and solve problems step by step. Where to ask questions, what to ask, how to ask questions, what kind of students will answer questions, when to ask questions and so on. , should be combined with other teaching methods, designed in advance, so as to be orderly and effective.
(A) questions should have a certain slope and level. That is, from shallow to deep, from easy to difficult, step by step, ask questions step by step in class, lead students' thinking to a new height of cognition step by step, and finally reach the ideal state of "jumping up and picking peaches". For example, in the "chameleon" class, the teacher asked Ralph what his basic personality was. The student replied: "fickle." Then he asked, "What are the obvious characteristics of impetuousness?" Answer: "faster, the attitude towards dogs has changed five times." The teacher then asked, "Ralph is fickle, but he never leaves his Sect." What Sect is this? " "have it both ways, a slave by nature, fawns on others and bullies others." Finally, what factors did the teacher suggest to make the chameleon change again and again? Why did the author create the image of "chameleon"? After a brief discussion, the student replied: "The general's power is the factor that affects Ralph's capriciousness. The teacher pointed out that the author's satirical edge pointed to the despicable' chameleon' of the general soul, and also pointed to the root of this social pathology-the reactionary rule of the czar's autocracy. " This kind of questioning is conducive to training and cultivating students' logical thinking ability.
(2) Ask questions from the phenomenon to the essence, from the concrete to the abstract, paving the way and guiding students to analyze the essence.
Students' thinking level develops in the order from image thinking to abstract thinking. Teachers' classroom questioning design should follow this law and dig deep into its profound significance, so as to improve students' understanding ability, gradually cultivate students' thinking ability, and promote students' thinking level by going up one flight of stairs. If teachers only guide students to grasp the superficial meaning of the text language, but can't let them deeply understand its essence through the superficial meaning, then students' understanding will always be superficial. For example, when teaching drama (Wu), the teacher first asked, "What does' Zhong Opera' mean?" After helping the students understand the meaning of the words, they further asked, "Why didn't Jin Fan do this job before he was promoted?" This question begins to touch the essence, but the sentence answers of the original text can be found in the text, which does not reflect the students' thinking process. Then he asked, "Did Jin Fan win the prize or nothing? But he doesn't worry about eating, wearing or living. What does this mean? " This problem is developed step by step, from phenomenon to essence, to help students understand the main idea of the article well.
(3) Questioning from point to face can effectively achieve the teaching objectives. That is, teachers grasp the key points, difficulties and main points in the textbook to ask questions, then expand and put forward a series of questions, forming a questioning system, guiding students to think deeply from language to ideological content, thus inspiring students to understand the text content from point to surface. If we extend the satire and admonition in Zou Ji's satirical "Teachable", we can arouse students' enthusiasm and solve problems in teaching.
(4) creatively ask questions to guide students to discover, explore, create and develop their thinking.
The design of classroom questioning should not only pay attention to students' emotions and attitudes, but also pay attention to students' thinking development. Creative questioning is conducive to cultivating students' innovative thinking and quality. Try to design open-ended questions to make them hypothetical and give students broad thinking space. At the same time, teachers should guide students to analyze, think and study from different angles, so that they can associate with each other and put forward their own unique opinions. When teaching the story "The Oil Man", I inspired the students to say, "Do you know Kang Su Gong's smile? How to understand this smile? " Now students' thoughts are like a flood that has burst its banks. Everyone discusses the results, and the answer is not unique. This kind of questioning not only cultivates students' divergent thinking, but also achieves the teaching goal in relaxed and happy activities, and achieves the effective teaching goal in the classroom.
Third, master classroom questioning skills to improve questioning level and teaching efficiency.
In our class, sometimes the frequency of questions and answers between teachers and students is very high, and the discussion is also very active. In fact, this is only a formal interaction, with many invalid problems and seemingly lively teaching results. An ideal classroom questioning should have three characteristics: the form of questioning is natural and concise, and the text narrative is clear at a glance; The connotation of the question is meaningful and rich, which can fully reflect the essential characteristics; The difficulty of the question is moderate, which conforms to the students' cognitive level and is targeted and operable. The problem design of each class should be breadth, depth and gradient, and should be oriented to all students. If the question is too difficult or too easy, students will get bored. Only by mastering the skills of classroom questioning can teachers get the best results in classroom questioning and make Chinese classroom teaching full of vitality. As a teaching art, how should questioning be reflected in the classroom teaching process?
(A) questions should be purposeful and targeted, so that questions are just right, which will have a direct effect on teaching, and at the same time reflect the teaching principle of teaching students in accordance with their aptitude and facing all.
First of all, classroom questions should have a clear purpose. Teachers' questioning serves the teaching requirements. Before teaching, teachers should imagine the clear goal of asking questions: to introduce new lessons? For front and back contact? To highlight the point? To break through difficulties? To interest students? To cause students to argue? Make students think? Sum it up? Wait a minute. As far as possible, eliminate unnecessary problems with vague goals and keep problems with clear goals and practical significance.
Secondly, classroom questions should be targeted. On the one hand, questions should be closely related to the textbook, grasp the difficulties and be targeted. The key and difficult point of the textbook is the leading aspect of teaching. Asking questions about important and difficult points, asking questions about key paragraphs and key words, and asking questions about key points that highlight the structure of teaching materials will grasp the main contradictions. On the other hand, it should be aimed at students' reality. There should be differences between students with different foundations, between students with different personalities, and between boys and girls, and they vary from person to person. For gifted students, it is more difficult to ask questions, and the requirements should be higher, which makes them feel overwhelmed and have certain pressure; For students with poor foundation, the content of the questions should be relatively easy, and guidance and supplement should be given when appropriate to enhance confidence; For introverted and timid students, we should not only consider the occasion of asking questions, but also pay attention to the way of asking questions; Girls should be different from boys in physiology, psychology and personality.
(2) Asking questions should be appropriate and timely, leaving time for thinking, facilitating discussion and communication, and embodying the principle of teaching students in accordance with their aptitude.
Moderation means that questions should be accurate and enlightening, and the difficulty should be moderate according to the specific content, which is equivalent to the students' understanding level, and they are not greedy for perfection, so that most students can answer correctly after thinking. Three factors should be considered to control the difficulty: satisfying students' knowledge base; In line with the actual level of students; Consider the solution distance of the problem. To prevent simplicity-lack of gravity, boring, easy for students to blurt out answers, unable to cause thinking, is not conducive to cultivating students' thinking ability; We should prevent going too deep-we can't grasp the key points, entangle the details, be unattainable, and be afraid of "listening", which will cause psychological pressure and backfire; It is necessary to prevent emptiness-the content is vague, there is no way to start, and the ileum turns like a cloud, which is impossible to grasp, time-consuming and useless. Moderate questioning can stimulate students' curiosity and thirst for knowledge, and students' success through positive thinking can enhance their learning confidence and keep their interest in learning knowledge.
Timely means that teachers should choose the right time to ask questions in class to make teaching flexible and effective. For example, at the beginning of teaching, when students' learning emotions need to be stimulated and mobilized, design some novel and interesting questions to lead in; When learning and discussing new knowledge, teachers should carefully design representative and targeted questions; When students' thinking is blocked, there is a blind spot in learning or thinking is blocked, the teacher will guide and inspire them with questions in time; When thinking activities are suspended or satisfied, teachers ask some expanding questions to inspire students to explore learning.
Of course, teachers should properly grasp the frequency of asking questions, and make sure that the questions are set in a sparse and dense way, as many as possible. After teachers ask questions, students should be given enough time and space to think, and students can only answer questions after full thinking. If the topic is too difficult, students can be arranged to discuss and answer, or they can be divided into steps to ask questions one by one.
(3) Pay attention to guiding and controlling the learning situation when asking questions, and learn to be flexible. For example, after some questions are raised, it is difficult for students to start. When there is a "cold spot", if teachers can flexibly change the angle of questioning, they will receive the teaching effect of different works. For example, at the end of the lecture on "Little Orange Lamp", I asked the following questions: What is the spirit of "little girl's calmness, courage and optimism" embodied in her? On the surface, this question is too broad and general, and students are at a loss, which leads to a moment of silence. I immediately asked from another angle: "Please find the little girl's calm, brave and optimistic spirit in her words, actions and behaviors." The class suddenly came alive. It can be seen that teachers' flexible questioning in class is very scientific.
Practice shows that only by paying attention to guidance and control and asking questions skillfully can students become researchers and discoverers of knowledge, cultivate their innovative thinking and creativity, give full play to their enthusiasm and initiative, spread and close controversial issues, and thus achieve good teaching results.
(D) do a good job in classroom questioning evaluation, to ensure the enthusiasm of students to answer questions. For students' answers, teachers should be more positive, less negative, more praise and less criticism; There must be no performance that is looked down upon, let alone total denial and irony; We should praise and encourage creative ideas. After the students answer the questions, teachers should evaluate the students' answers in different ways. For example, repeat students' answers; Ask the students what is unclear in the process of answering; Correct the wrong content in the answer; According to the students' answers, guide the students to think about another question or a deep-seated question; Check and evaluate the responses of answering students and other students to questions; Give students the correct way of thinking and direction.
In a word, designing classroom problems is always a way to realize the effectiveness of Chinese classroom teaching. A good question can improve students' learning ability and cultivate their thinking ability. Effective classroom questioning strategies are worthy of serious study and discussion by every teacher. On the one hand, teachers should think about how to mobilize students' learning motivation by asking questions and explore students' internal positive factors; On the other hand, teachers should strengthen practice, reflect deeply, improve and improve the basic skills of classroom questioning, make classroom questioning more flexible and effective, make classroom truly a paradise for students to learn, and make classroom teaching get twice the result with half the effort.