质疑能力是学生学习的源头,如何培养学生在阅读教学中的质疑能力,笔者在几十年的教学生涯中,不断探索、实践,总结出了一点粗浅的做法。课题质疑。我在新课的教学中,从不急于教新知识,而是留给学生质疑的机会,如《会飞的蒲公英》,作者在写蒲公英时为什么要写会飞,蒲公英对文中的“我”来说有着怎样的含义呢?这样就引起学生学习的兴趣,调动了学生的积极性,使学生走进创新的情境中去。课中质疑。要指导好质疑,首先要相信学生的质疑能力,勇于开放课堂,常有疑问,多有问题,才能促进思维,才能有创新的灵感和源泉。教学《会飞的蒲公英》一文时,我在学生预习、默 Questioning ability is the source of students ’learning. How to cultivate students’ ability of questioning in reading teaching? In the course of several decades of teaching career, the author constantly explores and practices and sums up a few superficial approaches. Questions questioned. I am in no hurry to teach new knowledge in the teaching of the new class, but to give students the opportunity to challenge, such as “Flying dandelion”, the author why when writing dandelion to write to fly, dandelion on the text “I ”What is the meaning of it? This will arouse students’ interest in learning, mobilize the enthusiasm of students, so that students into the context of innovation. Question in class. To guide the questioning, we must first believe that the ability of students to question, the courage to open the classroom, often have questions, more problems in order to promote thinking, in order to have innovative inspiration and source. Teaching “flying dandelion” article, I preview the students, silent