What is the way of asking questions in class, and what are the types of questions asked in class

1) Fact-based questions: What is it? When? What do you think? (2) comprehension questions: think deeply and express clearly in your own words (3) application questions: apply knowledge to new areas.

4) Analytical questions: Use a variety of materials to validate ideas.

5) Comprehensive problem: Integrate existing knowledge to solve problems.

6) Evaluative questions: make reasonable and well-founded judgments and clearly explain them, the first three are questions with a low cognitive level, and the last three are questions with a high cognitive level.

Type of question.

Recall the question, understand the question (

General Understanding, In-depth Understanding, Comparative Understanding), and the use of questioning.

Analyze and ask questions. Comprehensive questions.

Evaluate the questions.

1. Reasonable design issues

Questions must be pre-designed before class questions can be asked. When designing questions, the first is to design different levels of questions according to the teaching content around the teaching objectives and learning requirements.

Second, the design questions should be moderately difficult and moderate, and the depth should be moderate, which is in line with the cognitive level and personality characteristics of students.

Third, the various issues should be closely linked and orderly; Fourth, the design of the problem should be concise and concise, highlighting the key points, difficulties and key points.

2. Ask questions to all students

The first is to ask questions to all students, so that all students can think positively; The second is to teach students according to their aptitude, and put forward different requirements according to the students' knowledge level, such as increasing the complexity in the face of excellent students, and appropriately reducing the complexity in the face of students with learning difficulties, so as to take into account the needs of students at different levels.

3. The language of the questions should be accurate and inspiring

The language of the teacher's questions should accurately express the intent of the question, be clear, concise and to the point, and avoid ambiguity. At the same time, the questions should be divergent and inspire students to think and answer questions from as many perspectives as possible.

It is necessary to conduct evaluations and summaries in a timely manner.

The purpose of classroom questions is to check the effectiveness of learning and reinforce educational outcomes. Therefore, after the students have answered the questions, the teacher should make an objective evaluation in a timely manner, affirm the correct part, correct the wrong part, and summarize and summarize the students' answers to the questions in a timely manner, so as to make the questions have a clear conclusion and let the students understand their own learning deficiencies in time.

The new curriculum concept emphasized:"The teaching process is a teacher-student interaction

The process of interaction".Therefore, in the teaching process, there must be a dynamic exchange of information between teachers and students, and this communication needs to be solved by asking questions in class.

1. Introductory questioning. Generally, at the beginning of the lecture, the teacher carefully designs an introductory language, and then introduces the questions into the language to guide students into a learning state and concentrate on learning.

2. Transitional questioning. Generally, when the teaching completes the transition from one knowledge point to another, the teacher should design questions to connect the previous and the next, arouse students' desire to learn, and mobilize students' enthusiasm.

3. Summarizing questions. Generally, at the end of a lesson, the teacher designs one or two questions to test the learning outcomes, and guides students to summarize and organize what they have learned, so as to test the achievement of the learning goals.

4. Extended questioning. In the process of guiding students to think, guiding students to divergent thinking is a design problem, and cultivating students' logical thinking ability.

5. ** type questioning. Substitute teaching advocates "autonomy, cooperation, and self-improvement", and the questions in the process of guiding students are challenging, and it is easy to cultivate students' problem-solving skills.

6. Ask questions independently. Encourage students to ask their own questions, and then guide them to solve them.

It is more important to ask questions in class, because asking questions in class is equivalent to students expressing their own questions, which can improve their thinking ability, and at the same time can also enliven the atmosphere of the class, and can also discuss with each other and enhance the enthusiasm of the class.

The basic part of the class questioning:

1. Foreshadowing the topic, not in a hurry to contact the key points. At the beginning of the class, teachers should focus on the key points of teaching in a timely manner, and use interesting stories to stimulate students' interest and arouse learning emotions.

2. From shallow to deep, do not rush to conclusions. The teaching content is from shallow to deep, and students should know what it is and why it is so.

1. Stimulate interest and make students take the initiative to learn.

2. The creation of conditions and the raising of questions should be open to all students.

3. Give more encouragement and create a good and harmonious relationship.

Fourth, flexible and changeable classroom teaching.

1. Lay the groundwork in a timely manner, and do not rush to contact the key points.

At the beginning of the lesson, the teacher should focus on the key points of teaching in a timely manner, and use interesting stories to stimulate students' interest in learning. The time is not easy to be too long, about three minutes. In general, don't rush to get to the point of this lesson.

Because of the beginning of class, the student is emotionally unstable and has insufficient concentration. At this time, interesting stories are used as a foreshadowing to mobilize students' learning emotions. It can not only play a role in organizing teaching, but also "build bridges and pave the way" with the newly taught content.

Don't criticize and deal with students' speech, small movements, and thoughts in class for a long time, which will delay teaching time and reduce students' enthusiasm for learning.

2. Teach new lessons in a timely manner and do not rush to conclusions.

After the topic is introduced, the new course should be taught in a timely manner. But in this teaching environment, there is no rush to conclusions. It is necessary to teach the content and seek knowledge from the shallow to the deep.

Students need to know what it is, and why it is so. If you rush to conclusions, it is easy to form a "cramming" teaching. It is not conducive to the development of students' abilities and the development of students' intelligence.

A good lesson should be able to design questions with thinking value according to the important and difficult points of teaching, and put them forward in a timely manner at the key points of teaching. After a question is raised, when only a few students raise their hands, they should not rush to answer by name, but should inspire and give most students a certain amount of time to think and raise their hands to speak. Encourage students to clarify the direction of thinking, be good at using their brains, and answer questions correctly.

Fourth, timely feedback information, do not rush to get results.

In classroom teaching, teachers should pay attention to students' dynamics and emotions at any time, and obtain timely feedback through discussion and communication, question answering, classroom exercises, etc., rather than satisfying students to do the right questions. Attention should be paid to taking into account the classroom learning situation of the three types of students, so that the feedback information is accurate and comprehensive, so that it can be obtained and adjusted in a timely manner, so that students can understand the law and learn knowledge in Chinese classroom teaching.

Fifth, summarize in a timely manner, and do not rush to "hastily withdraw troops".

The end of a lesson is also a key link. A good ending can make classroom teaching more exciting. Therefore, at the end of a lesson, leave a few minutes to summarize in time.

In this way, it can not only highlight the teaching focus of this lesson, leave a deep impression on students, but also guide students to clarify their thoughts and form a complete cognitive structure. Remember not to "hastily withdraw troops", it will be over.

The functions of the class questions are as follows:

1. Enhance the communication between teachers and students, enliven the classroom atmosphere, and stimulate the enthusiasm of students;

2. Concentrate students' attention, stimulate their interest in learning, and enhance the attraction of filial piety in teaching;

3. Broaden the thinking of students and enlighten students' thinking;

4. Obtain information feedback and improve the quality of teaching, students can get feedback information from Mr. Zhensen to evaluate their learning status through answering questions, constantly examine themselves in learning, and improve their learning attitude.

The type of question

1.Informative questioning

It is the easiest way to ask questions to test students' memory of basic knowledge such as concepts, words, words, formulas, and rules. It can also be called a reminiscence question. For example, "the capital of France is in **", students do not need to think deeply about such a question, they only need to recall what they have learned and make a simple judgment.

2.Comprehensible questioning

It is a way of asking questions to check students' understanding and mastery of the knowledge and skills they have learned, and is mostly used after the explanation of concepts and principles, or after the end of the semester course. Comprehension-level questions are generally asked to describe and explain facts, events, and procedures in their own words in order to see if students truly understand what they are learning. Comprehensible questions are more advanced questions.

3.Ask questions in an applied way

It is a way of questioning students' ability to apply the concepts, rules, and principles they have learned to new problem situations. The main thing is to ask students to solve new problems with their newly acquired knowledge.

4.Ask analytical questions

It is a questioning method that requires students to analyze the factors of knowledge structure, clarify the relationship between concepts or the causes and consequences of time, and finally draw conclusions. For example, "Why is the May Fourth Movement the beginning of China's new democratic revolution?" and there is no readily available answer to such questions in textbooks.

5.Comprehensive questioning

It is a questioning method that requires students to discover the internal connection between knowledge, and on this basis, enables students to recombine the concepts and rules of the textbook content. Students are often asked to anticipate the outcome of the problem, and comprehensive questions can stimulate students' imagination and creativity, such as "under what circumstances would a desert become an oasis?" Mould leather.

6.Evaluative questions

It is a way of asking questions that require students to make value judgments, or to compare and choose concepts, works, methods, materials, etc., using guidelines and standards. For example, "How do you evaluate the artistic expression of classical and pop? ”