“学起于思,源于疑”。多给学生自主质疑和主动探究的机会,有利于他们将自我积累的认知感悟转化为实践表达运用。教师发挥自身的主导作用,多从学生学习差异和认知感悟中发现他们的学习疑难点、生成点和兴奋点,一方面,对活化课程教学资源和活跃课堂教学氛围具有一定的指导促进作用,能有效调动学生学习英语的激情;另一方面,培养学生自主质疑和主动交流的良好习惯,帮助他们加深理解感悟和综合运用。多用启发诱导的话题来鼓励学生思考,运用探究追源的交流来引 “Learn from think, from doubt ”. Give students the opportunity to ask questions and take the initiative to explore more conducive to their self-accumulation of cognitive insights into practical expression and use. Teachers play their leading role and find out their learning difficulties, points and excitement from the differences in learning and cognitive perception. On the one hand, teachers play a guiding and guiding role in activating teaching resources and active classroom teaching atmosphere, Can effectively mobilize the students ’passion for learning English; on the other hand, they cultivate students’ good habits of self-doubt and active exchange to help them deepen understanding and comprehensive utilization. Use inspiration-inspired topics to encourage students to think more, use the exploration of chasing the source to lead