First, famous sayings inspire students to be willing to question.
There are many famous sayings about questioning in ancient and modern China and abroad. For example, Mencius said that "it is better to believe in books than to have no books". Cheng Yi's "Scholars should be the first to doubt". Zhang Zai's "Doubt without doubt, never learned; Learning is doubtful. Zhu Zeng, a Neo-Confucianism scholar in the Song Dynasty, once said, "Those who learn without doubt must be taught to have doubts, and those who have doubts must have doubts. Only when they get here can they make progress. Chen Xianzhang, a wise man in the Ming Dynasty, once said, "Learning is expensive and doubtful, and small doubts make small progress, while big doubts make great progress. Skeptics have a chance to realize. Some enlightenment, some progress. "Geologist Li Siguang famously said," Without doubt, you can't see the truth. Balzac once said: "The question mark is the key to all science. "Teachers can use classes or classes.
My time camera instills and inspires students, making them fully realize the importance of questioning for reading and learning, and guiding students to be willing to question.
Second, lead by example and guide students to dare to question.
1, imitate the teacher himself.
The power of example is infinite. It is hard for us to imagine that a teacher who is superstitious and authoritative and has no originality will cultivate students who dare to question and innovate. To make students dare to question, teachers must be models who dare to question. Teachers can often tell students about the problems encountered in learning textbooks. For example, in the argument of the article "The ladder of ideals", the first sentence of the third paragraph "Struggle is the ladder of ideals". So, are the first and second paragraphs redundant? The order of the four "often" in the sentence "all scholars, not only for folklore, ... produce newer and better theories in doubt and learning.
Can you exchange it? Teachers can also design some in-depth and step-by-step questions according to the content of the text, aiming at the key points and difficulties of the article, so that students can study the text targeted around the questions. For example, when teaching "the market in the sky", the teacher can ask this question: Is there really a market in the sky? Why do poets associate street lamps with bright lights? What are the similarities between them? Why is the sky ethereal? Since "ethereal", why do you say "there must be", "there must be" and "there must be"? For another example, when teaching Hometown, the teacher can ask: Why does the author say that Sister Yang Er is a "compass with thin feet in a drawing instrument"? Because Yang Er's sister-in-law looks thin? What rhetorical device does the "compass" that appears many times in this article belong to-metaphor? Metonymy? What should be the theme of the novel?
2. Follow the example of suspicious celebrities.
There are many examples of celebrities being suspicious in junior middle school Chinese textbooks, which undoubtedly has a positive impact on students' courage to question, and teachers should actively guide them in the teaching process. For example, in Doubt and Learning, there is an example in which Dai Zhen was good at reading when he was a child: "Many great scholars and great philosophers were cultivated from doubt. Dai Zhen, a great scholar in Qing Dynasty, read Zhu's "University Chapters and Sentences" when he was young and asked when the book was written and when Zhu was from. Su Shi told him that Da Xue was a book of Zhou Dynasty and Zhu was a great scholar of Song Dynasty. He asked the Song people how they knew what the author meant more than a thousand years ago. " Another example is the article "The Spirit of Questioning", in which Newton, Watt and Sakyamuni all became famous for questioning. Teachers can also tell students suspicious examples of other celebrities. Such as: Ming Dynasty geographer Shack read Shangshu? Yu Gong ",questioning the statement that" Minshan guides the river "in the book. Later, through on-the-spot investigation, he finally came to a new conclusion that Jinsha River is the source of the Yangtze River. Einstein, a scientist with more than 1000 inventions, was full of interest in reading all his life. He always read with questions. ……
In the process of teaching, teachers should seize the opportunity to clarify that questioning is the key to open all the treasure houses of knowledge and the first step of human academic and cultural progress. Guide students to follow the example of celebrities who are good at doubting and dare to question.
Third, subtly guide students to be good at asking questions.
At first, many students didn't know how to ask questions, or asked too many questions, only floating on the surface of the text. Teachers should first guide students to grasp the key and difficult points of learning, and don't dwell on some worthless problems. Let students understand the truth that "if you can't study hard and have no idea, exploring a little idea will become an affiliated meeting". On the basis of grasping the article as a whole, teachers should guide students to go deep into the text, guide students to have doubts, create various conditions for students to have doubts and inspire students to think positively. Secondly, teachers should also guide students to set doubts in places where they are not easy to be confused. Some texts or some words in the text, when students read them, flash by, and they don't feel any problems, and these places are often the key to understanding the text or the places where mistakes are prone to occur. In view of this situation, teachers can deliberately put forward doubts, so that students can inadvertently find hidden "real gold" and achieve the effect of getting through all of them. Third, teachers can guide students to be good at questioning teachers' explanations. Generally speaking, teachers' understanding level is certainly far above that of students, but it is inevitable that they will make mistakes again. Especially when teaching and reading literary works, different recipients are prone to produce opinions.
Different people have different opinions. As the saying goes, "Seen from the ridge, the height is different" and "A thousand readers have a thousand Hamlets". In classroom teaching, teachers should, like Wei Shusheng, put down the shelf of "being a teacher by example" and advocate a democratic atmosphere, so that students can ask questions and debate enthusiastically. As long as it makes sense, we should fully affirm it, not stick to the teacher's opinion. What's more, Han Yu has long said: "Teachers don't have to be superior to disciples, and disciples don't have to be inferior to teachers. He is proficient in Taoism and has a stunt, that's all. "
Spencer, a British educator, once said, "Students should be guided to discuss and infer by themselves, talk as little as possible, and be guided to discover as much as possible." In junior high school Chinese teaching, teachers should especially guide students to find problems actively, inspire students to question and ask difficult questions actively, develop students' creative thinking to the maximum extent, and make students become masters of learning in the true sense.