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追问,顾名思义就是追根究底地问。它具有随机性和偶然性。在课堂互动对话中,教师要关注学生不断生成的有价值的资源,及时捕捉并进行有效互动,从而实现追问的价值,体现教学的有效性。一、理解不深入时进行追问教学中,在学生理解不深入时,教师应该抓住良机,及时介入,通过追问,帮助学生理解。案例一:苏教版小学语文第六册《槐乡五月》师:轻声读一读课文第一小节。想一想,槐乡哪里吸引你?
Questioning, as its name implies, is a matter of inquiry. It is random and contingent. In class interactive dialogue, teachers should pay attention to the students continuously generate valuable resources, timely capture and effective interaction, so as to realize the value of questioning, reflecting the effectiveness of teaching. First, the understanding is not in-depth questioning Teaching, students do not understand when in-depth, teachers should seize the opportunity to intervene in time, through questions, to help students understand. Case 1: Jiangsu Education Primary School Chinese Volume VI “Huai Township in May” Division: softly read the text of the first bar. Think about it, Huai Township, where to attract you?