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《学记》有云:“善待问者如撞钟,叩之以小者则小鸣,叩之以大者则大鸣,待其从容,然后尽其声”.古希腊哲学家苏格拉底“产婆术”认为一切真理性知识就隐藏在一次次不断深入的追问之后.通过追问,可以将学生的错误进行点化,点出精彩,点醒学生;通过追问,将肤浅的对话深刻化,推进课堂的发展;通过追问,可以在矛盾出催化学生去思考,激发思维的深度.追问“三化”点亮师生思维“火把”.1在错误处追问——点化学生的错误通常都是有价值的,学生的错误是他们最朴实的思想、最真实的经验,往往是一种鲜活的教学资源,教师
“Learning” there is a cloud: “Good question to the questioner such as the bell, knocking the smaller person is a small Ming, knocking the big to Ming, to be calm, and then make the best voice.” The ancient Greek philosopher Su Gladys “production of maneuver ” that all the truth of knowledge is hidden in time and again after the depth of the questioning by questioning, you can point the wrong students, point out the wonderful point to wake up students; by asking, the superficial Dialogue profound, promote the development of the classroom; through the questioning, can be contradictory to catalyze the students to think and stimulate the depth of thinking. - Point-to-point mistakes of students are usually valuable, and students’ mistakes are their simplest ideas and the most authentic experiences. They are often a fresh teaching resource. Teachers