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阅读教学在于如何恰当地提出问题和巧妙引导学生作答,提问的艺术和问题的质量直接影响到课堂教学的效果。然而,我们如今的课堂教学中并未真正落实学生的主体地位,提问的技巧与艺术也有缺陷。一、问题的提出,缺乏主体性在课堂教学的“提问─回答─反馈”的环节中,大多数教师的常态课堂提问都由教师严格、有序的主导来控制着问题,教师预先在教案上设计好,课堂上一个一个提出,而学生只等待着教师的提问,并用一种标准答案来回答,这种一味地单向的教师问学生,实质上是一种变相的教师主导一切的做法,学生的自主性、能动性依然没有落实。教师缺乏服务意识,提问毫无艺术可言。
Reading teaching lies in how to properly raise questions and skillfully guide students to answer questions. The quality of art and questions raised directly affects the effectiveness of classroom teaching. However, we do not really implement the student’s dominant position in our classroom teaching, and the skills and art of asking questions are flawed. First, the problem raised, the lack of subjectivity In the classroom teaching “question - answer - feedback ” link, most teachers in the normal classroom questions are strictly controlled by the teacher to control the problem, the teacher in advance The lesson plans are designed well, one by one in the class, and the students just wait for the teacher’s questions and answer them with a standard answer. The blind one-way teacher asks the students essentially a predominantly disguised teacher-led Practices, student autonomy, initiative is still not implemented. Teachers lack of service awareness, there is no art at all.