古人云:学起于思,思源于疑。课堂上,教师若能巧妙地提出问题,对于启发学生思维、开拓学生智力、发挥学生的主体作用、提高课堂教学效率具有很好的效果。因此,设疑能力也是教师组织课堂教学的基本能力之一。一、明确设疑目的明确设疑目的,是指所提问题必须紧扣教学目标,服从教学活动的需要,否则就会出现教学思路紊乱的现象。为了使课堂提问具有针对性,教师在备课时,每设计一个提问,都应该做周全考虑:该不该问,在什么地方问,怎样问,坡度有多大,解决什么问 The ancients said: learning from thinking, from the suspect. In class, if teachers can skillfully ask questions, it is very effective for enlightening students’ thinking, developing students’ intelligence, giving play to the students’ main role and improving the efficiency of classroom teaching. Therefore, the ability to set doubts is also one of the basic ability of teachers to organize classroom teaching. First, clearly set the suspicion of suspicion of suspicion, refers to the issues raised must be closely linked to teaching objectives, subject to the needs of teaching activities, otherwise there will be a phenomenon of disordered teaching ideas. In order to make the questions in the classroom pertinent, teachers should make every thoughtful consideration when preparing a lesson: whether to ask, where to ask, how to ask, how big the slope is and what to solve