The most important way for teachers and students to communicate in the classroom is to ask questions. Questioning is a teaching method in which teachers and students complete teaching tasks through two-way communication activities such as dialogue or question and answer. It is also a main form of initiating thinking. American educator Calhane believes: "Questioning is the basic control method used by teachers to promote students' thinking, evaluate teaching effects, and promote students to achieve expected goals." Appropriate classroom questioning is an important means of teaching. When used properly, it can not only help students consolidate knowledge, Timely feedback on teaching situations can also motivate students to actively participate in teaching activities. It plays a very good role in inspiring students' thinking, developing students' mental skills and oral expression ability, and promoting the further optimization of students' cognitive structure.
Optimizing classroom questions is acceptable in theory, but it is by no means easy in practice. There is a "degree" problem in problem design. Too few questions will give people a sense of sluggishness, and the classroom atmosphere will be dull and depressing; but too many questions and too frequent student activities will make classroom teaching lose a certain degree of planning and seriousness, creating a superficially lively situation. If the problem design is too difficult, it will cause a dull moment, while if it is too simple or too suggestive, it will also make the class lose its vividness and profundity, affecting the development of students' thinking. So, how can we optimize classroom questioning?
1. Delve deeply and choose the right “point” to ask
Golubkov said: “When teachers ask questions to students, they should Clearly decide where to lead students. The ultimate goal determines the progress of the conversation and the method of asking questions. "You should choose and optimize the questions you ask in class. This "point" must be the point that best reflects the focus of the unit training, the point that can best promote the students' intellectual development, and is the key point that affects the whole text with one "point". This "point" can be a key word, a central sentence, a detail, a clue... This "point" needs to be determined by the teacher on the basis of in-depth study of the teaching materials and an accurate grasp of the teaching materials.
For example, when teaching "My Uncle Jüle", you can design questions based on the several changes in "my" family's attitude towards Jüle, and finally conclude that the relationship between people in capitalist society is naked money. relation. Bacon's "On Beauty" can be designed with the following questions around "beauty": How many forms of beauty are there? Which kind of beauty does the author appreciate most? What is the reason? What argument methods are used? Which kind of beauty do you appreciate most? Through this After discussing a few questions, the main content of the text will be presented to the students.
2. Follow the rules and master the "time" of asking questions
When asking questions, you must master the intensity and timing. Teachers should consciously create situations to arouse students' cognitive conflicts and stimulate their desire to explore. This kind of timing must fully rely on the guidance of teachers and follow the age characteristics and different psychology of students. Through vivid introductions and foreshadowing questions, we help students achieve "communication" of ideas. As Confucius said: "If you are not angry, you will not enlighten; if you are not angry, you will not be angry." Asking questions and inspiring students when they are angry can cultivate and exercise students' thinking and creative abilities.
For example, it was early winter when a teacher taught Zhu Ziqing's "Spring". In the carefully designed introduction, he quoted Shelley's poem: "Winter is here, can spring be far behind?" and then asked. Such a question: "What poems describing spring do you remember? Please recite it to everyone." The students immediately became active and rushed to raise their hands, one sentence after another. After reciting a dozen sentences, the teacher promptly changed the topic: "Let's see how Mr. Zhu Baiqing describes spring!" The students entered the study of "Spring" with passion and eagerness. Another example is a teacher teaching "Kong Yiji". After writing the topic on the blackboard, he asked the students: "What is Kong Yiji's name?" The students replied without thinking: "My name is Kong Yiji." The teacher asked again: "Is Kong Yiji his name?" The student pondered for a moment and replied: "It's a nickname." The teacher asked quickly: "Kong Yiji has been studying all his life, why doesn't he even have a name?" This stone stirred up a wave of thinking.
3. Facing everyone, grasp the "degree" of the question
"Degree" refers to the degree of difficulty. Questions in class must be of moderate difficulty. If it is too difficult, students’ psychological characteristics will be ignored, and the level of understanding and knowledge base will be exceeded, leading to premature suppression and reducing students’ interest in learning; if it is too easy, students’ thinking will be in a stagnant state and the value of asking questions will be lost. This kind of “degree” control requires Teachers have an in-depth understanding of students' actual situations and make timely corrections and adjustments based on feedback information when asking questions.
Teachers should not turn the classroom into a world dominated by a few eugenics during the teaching process. Especially for some students with poor grades, teachers should leave them a certain opportunity to speak. You can intentionally design a few simpler questions before class, or randomly ask easy questions for them to answer in class. As long as the words are reasonable, teachers must give affirmation to mobilize their enthusiasm for learning and improve their interest in learning in the classroom. In fact, some students with poor grades may sometimes answer certain questions better than some students with good academic performance. It must also be noted that teachers should consciously put themselves on an equal footing with students and should not impose their knowledge on students or draw arbitrary conclusions. They should form an equal and democratic teaching atmosphere and should not discriminate against students because of differences in their usual academic performance and performance. Showing a tendency to favor one over others in the dialogue makes students feel that the teacher is unfair.
4. Strive for excellence and control the "quantity"
Appropriate amount should be based on the principle of essence.
The drum should be beaten to the point, the words should be spoken from the heart, the key points should be highlighted, and the order should be clear. You should not ask questions in a random manner, or ask questions carelessly, and you should not ask questions in vain or superfluous. You should pay attention to the ingenuity of the question design and the capacity, weight and quality of the questions. Only by designing important questions can we have a comprehensive and thorough understanding of the learning content and achieve the effect of "killing two birds with one stone" and "one is worth ten". For example, when studying Zhu Ziqing's "Green", I mainly designed the following questions: What is the title of this article? What two observation points does the author mainly base on when writing about Meiyutan? What did the author observe? Why doesn't the author directly write about Meiyutan? Green, but writes about the environment around Meiyu Waterfall and Meiyu Lake? What techniques does the author use to write about the characteristics of Meiyu Lake? How to understand the title "daughter green"? What are the structural characteristics of the article? There are more "" at the end than at the beginning. What is the expressive effect of the word ""? Students can get the essence of the article by collaborating and exploring around these issues.
5. Use it flexibly and pay attention to the "method" of asking questions
When asking questions, you must pay attention to the method. This is a teaching skill and an art. This method varies from person to person and from text to text. Only by using it flexibly can students' thinking be ensured to be in a positive state and their intelligence to be fully developed. For example, the ending paragraph of "Kong Yiji" goes like this: "I haven't seen it until now - probably Kong Yiji is indeed dead." "About" and "certainly" seem to be somewhat contradictory when used together. We can ask like this: Kong Yiji It is indeed dead. What reasons can you find from the text? When reading the text with questions, students can find many reasons, thereby deepening their understanding of the text content.
There are various methods of asking questions: there are instructional questions to guide students to pay attention to content that students tend to ignore but need to master; Inspirational questions for students to associate and gain insights; some are to guide students to expand along the ideas provided by cognitive materials and cultivate creative thinking ability; teachers are to ask exploratory questions to explore and investigate the reasons for things; some are to randomly ask students when their ideas are blocked. The design has a step-by-step nature to guide students' thinking into the realm of "a village with dark flowers and bright flowers"; there are also exciting questions used to stimulate students' interest in learning or thinking and strengthen their motivation to learn; it also discusses possible causes in the textbooks Questions raised about ambiguities, accidental mistakes, failures, etc.; and transfer questions raised about applying learned knowledge to solve problems in new situations; etc.
6. Seize the opportunity and make timely evaluations
When asking questions, teachers should carefully observe students' reactions from beginning to end, carefully evaluate students' answers, and promptly correct their cognitive deficiencies. The evaluation method can be flexible and changeable: if the answer is correct, the teacher can repeat the student's answer to confirm it, and at the same time attract the attention and thinking of other students; the teacher can also change the way of narration to make the meaning clearer; You can also make a brief summary of the key points and comment on them to set an example for students; based on the students' answers, contact the materials to extend or follow up on a certain question, so as to encourage students to understand and think deeply; give students some suggestions based on their answers. Supplement new information or publish new insights to improve his answers; guide other students to actively participate in evaluation, correction and expansion of erroneous tendencies and vague understandings in answers. When evaluating students' answers, we must insist on giving priority to praise and always encourage students. Of course, the encouragement here is not accommodation. Mistakes in students' answers should also be corrected promptly and appropriately to allow them to think deeply. Even if the answer is completely wrong, you should listen to what he has to say and then evaluate it. Perhaps his idea is representative of the whole class. You should try to find the positive factors in it and give it a certain direction and a certain degree of affirmation. . Especially for students with poor foundation, special encouragement should be given to eliminate their ideological laziness and psychological obstacles.
Teachers must be fair, enthusiastic and appropriate in the evaluation process; teachers must also have a democratic style to allow students the opportunity to interrupt, ask questions and express different opinions, forming a harmonious and relaxed teaching atmosphere.
In short, when organizing classroom teaching, teachers should be relaxed externally and tight internally, be highly concentrated, and teach in a calm and approachable manner. The teaching language is concise and clear, with a certain sense of humor. Throughout the teaching process, we must be good at raising questions, attracting interest, and enlightening students. We must be skillful in twisting questions, encourage answering questions, constantly hit students' ideological sparks, ignite students' self-confidence, and let students feel the joy of success in successful teaching activities.
(Author’s unit: Ganyu County Huajie Bilingual School)