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问题教学的第一步是发现问题,根据学生思维起点,顺应知识结构,创设“起点问题”;第二步是解决问题,强调解答方式的多样化与多变性,使问题朝纵、横两维不断拓展,强化学生对知识的理解与运用。一、“起点问题”的创设(1)思维互换。教师应把自己看作是一个学习者,从学生视角来考虑,在学生有了一定知识积累的已有知识结构下,他们会对特定内容作何思考。(2)课前对话。通过师生对话,对学情作进一步了解,征求学生的看法,从交谈中发现学生参与率最高的问题,从而创设激发学生思维的起点问题。
The first step of problem teaching is to find out the problem. According to the starting point of students’ thinking, conform to the structure of knowledge and create “the starting point ”; the second step is to solve the problem, emphasizing the diversity and variability of answer ways, Two-dimensional continuous expansion, strengthen students’ understanding and use of knowledge. First, “starting point ” the creation (1) thinking exchange. Teachers should consider themselves as a learner, from a student perspective, how they think about specific content under the existing knowledge structure in which students have a certain amount of knowledge accumulated. (2) before the conversation. Through dialogue between teachers and students, we can further understand the situation and seek the students ’views. From the conversation, we can find out the problem of the highest participation rate of students, so as to create a starting point to stimulate students’ thinking.