In practice, do teachers think these two benefits can be realized? I don't think it's possible. "Equal opportunity" is just wishful thinking at the theoretical level. I did an experiment in my classroom and folded the names of the whole class. Before class, the students choose three students from them and write them on the blackboard. Some students may smoke many times in a short time, and some students may not smoke for a semester. For example, a classmate named Chu in the class has never been selected, and some students have filled his name in the box with two more signatures. Theoretically, the probability of being drawn is greatly improved. As a result, a month passed and he was still not drawn. It can be seen that "let every student get exercise" is obviously just our good wish.
? "Because every class is likely to be drawn, it can greatly arouse students' enthusiasm for learning", which is also a one-sided idea after simply dealing with the problem. Students' learning enthusiasm is restricted by many factors and determined by many aspects. The uncertainty of "selecting questions" may indeed achieve the purpose of mobilizing students' learning enthusiasm, but if students' learning motivation cannot be truly stimulated by combining various educational strategies, "selecting questions" as an "external factor" cannot effectively mobilize students' learning enthusiasm for a long time. In this regard, I have learned from some teachers, and they generally reflect that "it looks good at first, but gradually those who don't learn will' let you rain or shine, I can't move'".
? In addition, some embarrassment faced by "drawing lots to ask questions" is also worthy of our consideration.
? One is a waste of time.
? In order to improve students' chances of being drawn, in practice, many teachers draw lots, that is, first draw big lots, draw study groups, then draw small lots, and draw members from a study group to answer questions. This can really improve the chances of students being drawn, but it increases the time of drawing lots and affects the classroom efficiency.
? Secondly, "drawing lots to ask questions" hinders the use of teachers' teaching wisdom and is not conducive to the cultivation of students' active learning quality.
? As a teaching activity, classroom questioning includes three interrelated and inseparable links, namely, question design, classroom questioning, exchange of questions after questioning and summary and promotion. Every link needs teachers' careful design, reflecting their ingenuity and level.
? In the specific questioning session, teachers set questions with different difficulties to be answered by students with different learning levels, which can greatly promote students' enthusiasm and improve classroom efficiency. Answering simple questions by students with low learning level can cultivate their self-confidence in related subjects, make them dare to learn, be willing to learn, and enhance their initiative in learning. Difficult and challenging questions can be answered by students with higher learning level, which can stimulate students' potential, make students gain a sense of accomplishment after finding answers through "thinking hard", and make students enjoy the joy of success while cultivating their learning quality of being willing to explore and dare to challenge. Promote students to the next "development zone".
? "Asking questions by drawing lots" completely ignores the initiative of teachers in this link, and gives teachers the opportunity to cultivate students' "signing" and "luck". There are uncertainties about who will get this opportunity and what problems will arise. If lower-level students draw "challenging" questions, their self-confidence will be greatly hit. If this happens many times, these students will be hit repeatedly. If the easier questions are drawn by high-level students, it will lose the meaning of asking questions and exploring. When the problem can be completed without any challenge, students will easily feel monotonous, and then they will feel tired of learning, which is not conducive to the formation of active learning quality and hinders the development of students.
? As a way of asking questions, "drawing lots to ask questions" can be used in teaching activities, but it is worth our in-depth thinking about what class type, what time period in a class and what methods and skills to use in specific operations to maximize its advantages and avoid the occurrence of unfavorable factors.