笔者主持《小学语文非指导性阅读教学研究》课题,特别关注通过培养学生自主质疑的能力,达到“教是为了不教”的目的,实现小语阅读教学“非指导”的高境界。下面笔者就“词语教学”中如何从不同的指向培养学生提问的能力谈谈做法。一、问题指向构词的形式词语有不同的构成形式,其表达效果也不尽相同。日常教学中更多关注的是为什么用这个词而不用那个词,却较少关注为什么用这种形式的词语而不用那种形式的词语。举个简单的例子,“白的雪” The author presided over the “primary non-instructional reading teaching of Chinese language teaching,” the topic, with particular attention to by cultivating the ability of students to question independently to achieve “teaching is to not teach ”, to achieve small language reading teaching realm. The following author on “word teaching ” in how to talk from different points to cultivate the ability of students to ask questions about the practice. First, the problem points to the form of word formation has different forms, the expression of effect is not the same. More attention in daily teaching is why the word is used instead of the word, but less concerned about why the word is used instead of the word. Give a simple example, “white snow ”