学习的过程,就是质疑、思考、发现的过程。学习中的质疑、思考与发现,犹如一座大桥,连接起已知的此岸和待知的彼岸。桥下,是鲜活的生命与浩瀚的知识交汇而成的思想大河。河中的每一朵浪花,都凝聚着昨日的努力、今日的期待与明天的召唤。课堂上的有效提问,就是要将这桥与河、此岸与彼岸有机联系在一起,使教学双方都能拥有指向理想目标的坦途。然而,很多情况下,这样的坦途只能存在于一种理想的教学情境里。现实环境下的教学活动中,相当数量的老师,并不掌握“有效提问”的相关知识,也不拥有设计“有效问题”的实际能力,甚至从来没有思考过“有效提问”这样的问题。这,不能不说是一种遗憾。这种遗憾,不但影响着教师自身的专业成长,制约着其良好教学业绩的取得,同时也影响到学生的知识获取和能力提升。本期《教学多棱镜》,我们从跨学科的宏观思考和具体学科教学的微观问题探究两个角度,选择了四篇不同风格的文章呈现给读者。希望老师们能结合自身教学实际,提炼出更为精彩的观点来。 The process of learning is the process of questioning, thinking, and discovery. Questioning, thinking and discovering in learning are like a bridge connecting the known shore and the other side of the river. Under the bridge is a river of ideas formed by the convergence of fresh life and vast knowledge. Every wave in the river embodies yesterday’s efforts, today’s expectations and tomorrow’s call. The effective question in the classroom is to organically link this bridge with the river, this shore and the other shore, so that both parties can have a smooth path to the ideal goal. However, in many cases, such smoothness can only exist in an ideal teaching situation. In the teaching activities in the real environment, a considerable number of teachers do not possess the knowledge of “effective questioning,” nor do they have the practical ability to design “effective problems,” and have never even considered “effective questions.” “This problem. This cannot but be said to be a pity. This kind of regret not only affects the professional growth of teachers themselves, but also restricts the acquisition of good teaching performance. At the same time it also affects the students’ knowledge acquisition and ability enhancement. In this issue of ”Multiple Teachings," we have chosen four articles of different styles to present to readers from two perspectives: interdisciplinary macro thinking and micro-problem exploration of specific subject teaching. I hope that teachers can combine their own teaching practice to extract more exciting ideas.