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一、“问题导学法”在课堂教学中的准备阶段1、由教师精心设计“提问”的问题听课时或是自己的课后反思过程中,我时常发现,有些时候,我们真的是不会提问或提问不能恰倒好处。主要有这三种情形:一是无价值的提问;二是牵引式的提问;三是不切实际的提问。这些都是由于我们没有认真地去研究学生的心理活动特点,没有预估这种提问所产生的效果引起的,致使学生的思维活动受到压抑。因此,教师设计“提问”的问题时,要掌握
First, the “problem-based learning method ” in the classroom teaching preparation phase 1, carefully designed by the teacher “question ” questions At the time of class or after their own reflection process, I often found that sometimes, we Really will not ask questions or questions can not just get the benefit. There are three main situations: one is worthless questions; the other is traction questions; the third is unrealistic questions. These are all due to the fact that we did not study the characteristics of students ’psychological activities conscientiously, did not anticipate the effects of such questions, and depress students’ thinking activities. Therefore, teachers design “question ” when the problem, we must master