在学校教学工作中,语文教师课堂教学能力评价不仅包括是否具有渊博的学识、能否对课文做出深刻的理解,还包括对课堂教学活动设计和引导的效果。作为一名入职三年的青年教师,从在课堂上一味想把自己的所知所解灌输给学生,到现在积极反思如何从学生的角度出发,对课堂设计进行取舍,从中积累了自己的一些心得体会。这里谈谈青年教师课堂提问的几个误区。一、肢解课文青年教师备课时,喜欢先阅读参考资料,这对于仔细解读文本确实有好处。但也使教师一接触课文时就忽略了自己的解读过程,思路 In school teaching, the assessment of classroom teaching ability of Chinese teachers not only includes whether they have profound knowledge, whether they can make a deep understanding of the text, but also include the effect of designing and guiding classroom teaching activities. As a young teacher who has been in employment for three years, he is trying his best to instill his knowledge into the classroom. Now he is actively reflecting on how to choose the classroom design from a student’s point of view and to accumulate himself Experience. Here to talk about the young teachers in classroom questions a few errors. First, the dismemberment of text Young teachers preparing lessons, like to read the reference material, which is really beneficial to interpret the text carefully. However, teachers also neglected their own interpretation process and train of thought when they came into contact with the texts