在一次音乐公开课上,学生在欣赏完《五木摇篮曲》之后,我按预先设计好的问题提问:“这首乐曲的情绪怎样?是快乐的还是忧伤的?”学生不经思索马上便答出:“是忧伤的!”我暗自得意。课后评课时一位老师指出“:其实你只要问第一个问题乐曲的情绪怎样,学生便会深入思考,从多方面说出他们的感受,而你迫不及待的问学生是快乐还是忧伤的,学生们便不再思考,这种问法是否存在问题?”我一愣。的确,课堂提问的随意性在教 In a music open class, students enjoy the “five lullabies”, I asked the pre-designed questions: “The mood of the song is how? Is happy or sad? ” Students without thinking immediately Answer: “is sad! ” I secretly proud. After class, a teacher pointed out “: In fact, you just ask the emotion of the first question, what the students will think deeply and tell their feelings in many aspects, and you can not wait to ask students whether they are happy or sad , Students will no longer think about this question whether there is a problem? ”I surprised a moment. Indeed, the randomness of class questions is taught