李卫东老师说:“一个好问题可以支撑一节好的语文课堂。”我对这个观点深以为然。教学一线的老师都明白,一节语文课要关注两大环节:老师教什么,怎么教,教的效果如何;学生学什么,怎么学,学的效果如何。而“问题”往往是架构这两大环节的阶梯,是帮助教师和学生有效研读文本的途径。如果要将教师与学生的激情充分调动起来,设计“好问题”就显得尤为重要。什么样的问题才算是 Li Weidong teacher said: “A good question can support a good language class. ” I think this point of view. Teaching front-line teachers understand that a language lesson should pay attention to two major aspects: what the teacher teach, how to teach, how to teach the effect; what students learn, how to learn, how to learn the effect. And “problem ” is often the ladder of these two aspects of architecture. It is a way to help teachers and students effectively study the text. If you want to fully mobilize the passion of teachers and students, design “good question ” is particularly important. What kind of problem can be considered