"Learning is expensive and suspicious, and there is doubt before flexibility, and there is flexibility before creation." "Chinese Curriculum Standard" points out: "Students are the main body of learning and development. Chinese teaching must pay attention to the different learning needs of students, cherish their curiosity and thirst for knowledge, and fully stimulate their initiative and enterprising spirit. " "In teaching, students must dare to put forward their own opinions and make their own judgments in communication and discussion. "Therefore, in the usual reading teaching, we should encourage students to dare to question and be good at questioning, and cultivate their ability to see differences in common, differences in common, surprises in common, special in general and general in special. How to teach students how to ask questions in teaching? According to several years of teaching practice, I want to talk about some practices:

First, ask questions before class to promote understanding

Balzac pointed out: "The question mark is the key to all science. Most of our great discoveries should be attributed to "How"? The wisdom of life probably lies in asking "Why? "Guiding students to ask questions in reading teaching can fundamentally eliminate students' dependence on waiting for teachers to impart knowledge and change passive absorption into active exploration, which is a good way to give full play to students' main role. Text preview is the beginning for students to understand the text, which is of great help to help students learn the text well. Before each text is taught, arrange for students to preview, ask students to think about what they don't understand in the text while reading, and write the questions in the preview book. For example, before teaching the bee guide, students ask questions in the preview: (1) What do "guide", "sure enough", "surprise" and "guide" mean? (2) Why can bees lead the way? (3) How do bees lead the way? (4) What did Lenin think when he saw bees? (5) How did Lenin find a beekeeper? (6) Why are beekeepers surprised to see Lenin? ..... Of course, students have different levels of understanding and different levels of questioning. Students ask questions and give guidance to teachers, choose high-quality questions according to teaching needs, let students answer or argue, and let students argue, discover and innovate as much as possible. Students' interest in learning texts suddenly soared, and teaching changed from "I want to know" to "I want to know". Students will understand the content of the text more actively and deeply in order to solve problems.

Second, classroom questioning strengthens feelings.

Text is an important basis for students to acquire knowledge, accumulate language, form skills and acquire methods. When students have doubts in their study, they will be interested and have the principle of seeking knowledge to actively explore and solve problems. Because of the differences in life experience, cognitive level, experience angle and appreciation ability. Students get different information and have different problems. So let the students talk about their own gains and ask their own questions after experiencing full reading practice.

1, questioning the topic. "Half of the articles are well written" refers to the importance of propositions when writing articles. "Integrating the text with the topic" means reading the text with the meaning of the topic, which will get twice the result with half the effort. Both of them illustrate the important role of the theme in the article. It can be seen that teachers should take the examination of questions as an opportunity to guide students to ask questions around the topic, which is not only conducive to understanding the content of the article, but also conducive to cultivating students' questioning ability. For example, when teaching Xiangxiang, let students read the topic and think about what you think the text will tell us, so that students can have a heated discussion. The teacher's guidance can be summarized as follows: (1) Who is the elephant? (2) When will the elephant be weighed? (3) Why do you call it an elephant? (4) How to weigh the elephant? What is the result of weighing the elephant? Another example is teaching "Little Tadpoles Looking for Mom". After showing the topic, ask the students what they want to know after reading it. The students asked many questions: (1) Who is the mother of the tadpole? ⑵ Why does the tadpole want to find its mother? (3) How did tadpoles find their mother? (4) Who did the tadpole meet when he was looking for his mother? Did the tadpole find his mother? This will not only allow students to ask questions, but also fully analyze the topics and the finishing touch of the text, paving the way for a better understanding of the text.

2. Read the sentences and ask questions. Understanding sentences is the basis of reading paragraphs. When teachers let students read sentences vividly in teaching, so that students' thinking is in an exciting state, teachers should make full use of the situation, fully mobilize students' enthusiasm and initiative, and induce them to ask questions from a central perspective, thus improving the quality of questions. For example, in the teaching of "youth moistening the soil". Let the students read "Ah! There are endless strange things in my heart that my old friends don't know. There are some things they don't know. When Runtu is at the seaside, they all see only four corners of the sky on the high wall in the yard like me. " Then he asked, "What questions do you want to know after reading these three sentences?" Students will start from the reading experience and ask questions from the students: (1) What do you mean by endless strange things? (2) Who are they? (3) What is a "high wall with four corners"? How can this sentence express my feelings? Another example is to teach the article "The Day of Winning the Lottery" and let students read sentences about their father's performance after winning the lottery. Guide students to ask questions. After watching your father's performance, do you have any questions? They suggested: (1) After winning the lottery, my father should be very happy, but why does he look so serious that he can't see the joy brought by winning the lottery? Why did he yell at me to get out of here? From this, we understand that teachers should pay special attention to guiding students to improve the quality of questioning, encouraging students to find problems that others have not noticed, and making students' thinking extensive, organized and creative.

3. Query deductive words. There are always questions and problems, so as to promote thinking and have the inspiration and source of innovation. Therefore, teachers should be good at guiding students to ask questions. For example, when teaching "Be sure to live up to expectations", guide students to grasp the key word "live up to expectations" and ask: (1) What does "live up to expectations" mean? (2) Under what circumstances did Tong Dizhou "live up to expectations"? (3) Why did Tong Di Week "live up to expectations"? (4) How did he "live up to expectations"? By asking questions, let students have the impulse to understand doubts, induce students' initiative in learning and stimulate students' internal driving force in inquiry. Teachers then guide students to understand the text through thinking and discussion according to their own experience, understanding and thinking characteristics.

4. Look at punctuation. Pupils will have all kinds of questions about their surroundings. Ask questions when you have questions, which shows that students are using their brains and can think positively. For example, the last paragraph of the paradise for teaching birds. Ask the students what questions they have. Students put forward: that "bird paradise" is indeed a bird paradise! Why is the former's Bird's Paradise quoted and the latter not? The teacher asked the students to read the text again, carefully read the sentences before and after, and pay attention to understanding the relationship between the sentences, so that they could know why the former was quoted and the latter was not. Make students understand the author's thoughts and feelings more deeply.

Third, the comprehensive application of extracurricular questions.

What students learn in class and textbooks is very limited. Teachers should guide students to extend from the text to a broad field of knowledge, broaden their horizons and enrich their knowledge. In this way, students' thirst for knowledge is even stronger. For example, if you get lost in the wild, after learning the natural compass in the text, a student asks such a question: What other compasses are there in nature? After class, I will guide the students to consult the relevant materials themselves. In this way, students' thirst for knowledge is satisfied and they gain more comprehensive and profound knowledge.

Learning is about questioning, which is the beginning of thinking and the end of learning. The process of reading teaching is essentially the transformation of students from doubt to doubt. Numerous examples at home and abroad prove that people who can find problems and ask them often shine with wisdom. Newton's discovery of the law of gravity, Heliocentrism founded by Copernicus and the Origin of Species written by Darwin all originated from doubt. It can be seen that all outstanding talents have the intelligence to find problems and the courage to ask questions.