In teaching, teachers should be good at guiding and encouraging students to question boldly, dare to question, be diligent in questioning and dare to question, and through guidance, teach students to question methods and improve the efficiency of inquiry learning. How to ask questions in reading teaching. Let's talk about some superficial views based on our own teaching practice:
First, students' independent questions
In the teaching of text reading, I often ask students to explore autonomous reading in cooperation, ask questions by themselves, and then answer them by themselves (the teacher will explain or supplement them when necessary). If students want to ask questions and ask good questions, they must be familiar with the article, so that they can think deeply and find problems. When students ask questions, they often don't know how to ask questions, which requires teachers to strengthen the guidance of students' questioning methods, so that students can understand the scope of questions, such as the use of new words, the main content of the article, the choice of materials, the conception and theme of the work, etc. You can ask questions in difficult places, in confused places and in key places, especially in unquestionable places; In self-study research, students often make marks in the articles they read, and try to solve doubts and doubts and form their own opinions. Some of them will become difficult problems because they can't answer them.
For example, when reading the article "Thinking like a Mountain", arrange students to try reading in class, and the students ask the following questions in turn: What problems should human beings think about? What does this mountain represent? What is the essence of mountain thought? ..... From these questions, we can see students' thinking ability and inquiry ability in reading. With a little help from the teacher, students can answer: human beings should improve their awareness of environmental protection. As long as we can persist in discussing difficult problems anytime and anywhere, students' learning initiative and enthusiasm will be greatly improved and their grades will be gradually improved; Moreover, they have a broader vision, pay attention to the reality and status quo, can question things around them, make them more confident in their questioning ability, and share the process of discovering, asking and solving problems with their classmates. This is a kind of success and happiness.
If you don't have any more questions, the teacher will ask and check them (explicitly required before reading). This kind of "provocation" forces students to speak out the questions they dare not say and find out the problems they have not found. In combination with the reading of specific paragraphs or articles, I put forward a mandatory requirement. Each student should ask at least four questions. The questions should not be the same, and the questions should have clear answers.
Second, the teacher cleverly doubts.
The teacher's questioning is actually that the teacher gives students "doubts", so that students can learn and think according to these "doubts" and see how the author writes each question specifically. Teachers should ask questions accurately, appropriately and regularly, because students not only solve problems through teachers' "questioning", but also learn how to ask questions from teachers' exemplary role. Questions should be related to the background of writing, open students' hearts, arouse students' ideological waves, ignite students' desire for knowledge, make them use their brains, study deeply and cultivate their various abilities. For example, to understand the author's "quite uneasy" mood in Zhu Ziqing's Moonlight on the Lotus Pond, we should not only look for the answer from the article, but also contact the writing background and the author's ideological attitude when writing this article. Let students learn contact thinking to overcome the one-sidedness when students think about problems. Multi-angle thinking means that observing and thinking about the same thing from different angles will produce different results.
Don't ask too many questions from the teacher. They should start with the specific content, then contact the full text, and finally make their own judgment. Teachers should demonstrate more, and students should learn how to ask questions in imitation. To understand the theme of Mao Dun's Talk about Mountains and Rivers, we should not only look for the answer from one or two "mountains and rivers" described by the author, but also think from six "mountains and rivers" described in the full text, so as to grasp the theme of the full text. This is from the perspective of the overall text structure. You can also choose some reading comments or notes of famous people in ancient and modern times and at home and abroad as a demonstration for asking questions.
Third, organize a group to question.
As a task group to solve problems, organizing groups allows students to grow up through mutual learning, explore their potential through questioning and speculation, and achieve self-transcendence; Develop a positive habit of pioneering and innovating; Cultivate the cooperative consciousness of active cooperation and the sense of responsibility of division of labor. If the text is divided into equal parts, the group leader will draw lots to decide the question paragraphs. As a group, the group leader organizes the members of this group to design problems. And be responsible for making reference answers. Organize two opposing groups together. Because of different angles of interest in an article, students' doubts are also varied.
This is the case when talking about the six countries. Because of different angles of interest in an article, students have different doubts. Students debate the reasons for the demise of the six countries, express their opinions and argue according to reason. It is unforgettable that students question and refute from the perspectives of content, conception and theme in class.
Modern educational psychology believes that "doubt" is the kindling to ignite students' exploration, the guiding light for students to analyze and solve problems, and the concrete manifestation of students' active thinking and efforts to explore doubt. Cultivating students' questioning ability is actually to teach students reading methods and learning methods, so that students can benefit for life. And all this is undoubtedly completely consistent with the quality education advocated at present.