培养学生的问题意识,并非意味着一堂课的问题越多越好,问题要有主次与轻重,难易适度之分。问题必须紧扣教材,紧扣学生特点。课堂问题一般来自三个方面:一是教师设疑;二是学生质疑,提出问题;三是练习时出示问题。教师设疑是学生质疑、解疑的重要前提,直接影响学生解题的兴趣和能力,所以,教师在备课中要精心把握设疑的尺度。只有老师为学生创造宽松的氛围,才能更有效地调动学生的创造空间。 Cultivating students’ awareness of problems does not mean that the more problems a class has, the better the problems. The more important the problems are, the easier it is to be moderately divided. The problem must be closely linked to the textbooks, closely linked to the characteristics of the students. Classroom problems generally come from three aspects: First, teachers set doubts; second, students question, ask questions; third is to produce problems when practicing. Teachers set doubts is an important prerequisite for students to question and dispel a direct impact on students’ interest and ability to solve problems. Therefore, teachers should carefully grasp the scale of suspicion in preparing lessons. Only the teacher creates a relaxed atmosphere for the students to mobilize the students’ creative space more effectively.