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有一项调查研究表明,大多情况下,中学教师每节课的平均有效提问率为55%,这个数据表明了我们将近半数的课堂提问是无效的。因此,要想提高课堂教学质量,我们必须努力研究课堂教学提问的理论与艺术。德加默提出:提问得好即教得好。优化的课堂提问设计能使我们的学生具有活跃的思维,能够有效提高学生的智力和能力,促进学生的全面发展。那么,怎样设计一堂课的提问,才能确保其合理、适当并有意义,从而能起到激发学生积极思维、培养学生能力的作用呢?笔者将从以下几个方面进行探讨。
A survey study shows that in most cases, the average effective question rate of secondary school teachers per class is 55%, which shows that nearly half of our class questions are invalid. Therefore, in order to improve the quality of classroom teaching, we must strive to study the theory and art of classroom teaching questions. DeGarmer put forward: ask well to teach well. Optimized classroom questions designed to enable our students with active thinking, can effectively improve students’ intelligence and ability, and promote the overall development of students. So, how to design a class questions to ensure that they are reasonable, appropriate and meaningful, which can play a positive role in stimulating students thinking, develop students ability? I will discuss the following aspects.