What questions should be avoided in the language class

1. The principle of asking questions in class.

A philosopher once said that in order to answer well, you must first ask a good question. Questioning in the Chinese classroom is an intersection between teaching and learning, reading and thinking, and its success and effectiveness depend on the quality of the questions

1) Ask questions that are instructive.

Questions can lead students' thinking, provide clues for learning, and achieve the effect of "one stone stirs up a thousand waves". Ask questions to avoid blindly following the order of the text, or from plot to plot, that is, lacking connotation and not having it.

Questioning with thinking intensity. Instead, we should grasp the breakthroughs, joints or key points of the texts to design problems, increase the capacity of thinking, and arouse students' interest in learning, such as guiding students when teaching the article "The Slender Man on the Volga".

After looking at the scenery and people on the map, one can ask the question that sums up the whole text: "The Volga River is so beautiful, but why do the people live such a miserable life?" "The purpose of this question is to get students to grasp the article.

In essence, the beautiful view of the Volga is in stark contrast to the suffering slender man. In this beautiful and rich land, the people lived a miserable life, which was caused by the dark rule of the tsar.

2) Questions should be hierarchical.

There should be reasonable procedures for asking questions in language classes. When asking questions, it is necessary to move from easy to difficult, from shallow to deep, and step by step, so as to lead students' thinking to a new height of knowledge step by step. Because the student's thinking starts with the problem, again.

Going deep into the problem, it is always related to a certain problem, and should follow the objective law of asking and thinking, so that students' thinking can rise step by step on the slope of the problem, and finally reach the ideal state of "being able to jump up and pick the fruit by themselves."

circles". For example, when teaching the article "Zhan Tianyou", the teacher can guide the students to find the central sentence of the text, and then guide the students to ask some questions based on the central sentence, such as "What questions are mainly written in the text?" What's the point? For.

What does Zhan Tianyou say is an outstanding engineer? What are the sentences through which Zhan Tianyou's patriotic thoughts are manifested? For example, when teaching the article "The Poor", in response to the blank space at the end of the text, I first introduced that "The Poor" had not yet been written.

Suspense and make students realize that they are Leo Tolstoy, arouse their creative enthusiasm, and then let the students' minds fly, and let them imagine what life will be like for Sanna's family in the future. Then let them study Levto.

In the style of Erstoy, he learns vivid and delicate psychological portrayals, sharp contrasts and other depiction methods. In the end, let go and let the students create, everyone is beyond their own thinking imagination and writing level, so that the layers of digging can force the students.

Continuous thinking within the confines of the situation.

3) Ask questions that are crucial.

Chinese classroom questions must grasp the key, seize the key time and key content, and pay attention to the questions that should be paid attention to in the Chinese classroom of excellent primary schools.

The skills and methods of questioning in the Chinese classroom are detailed below:

1. Asking questions should stimulate students' interest in learning: Teachers' questions should touch students' psychology, so that students have doubts and confusion, and have a strong interest in learning. Because interest is an important factor in developing intelligence and cultivating ability, it can open the floodgates of feelings and open up the space for thinking.

When students are interested, they will be refreshed and actively think about problems. Asking questions from the perspective of cultivating interest is an important tool in classroom teaching.

2. Grasp the timing: It is very important to choose the timing of classroom questions, when we ask questions, we should not only consider whether the question point is optimized at the micro level, whether the question method is artistic, but also from the macro overview of the whole text, so that each question is in the most appropriate time.

3. Hierarchical design, turning difficulties into easy and big into small: To take a good Chinese class, it is not enough to rely on one or two questions, it requires the teacher to stand on a high place, plan from the whole lesson and the whole text, and design a set of systematic questions with plans and steps, so that the questions can have a certain depth of thinking and cultivate students' thinking ability from multiple directions.

4. Ask questions about the contradictions in the content: Many texts will seem to be contradictory in terms of content, but in fact, this is where the author focuses on ink. Asking questions in these places can often guide students to understand the text deeply and cultivate the profundity of students' thinking.

5. Questions should be targeted: Classroom questions are not many but precise, the key is that we teachers should grasp the key points of the article and break through the difficulties. For example, the plot written in the profound artistic conception of the article is often the carrier of the author's emotional wishes, and the design problem should be focused on research.

For example, the key sentences of some articles are often organically composed of articles and ideas, and questions can be involved in such places in teaching, so that students can grasp the content and clarify their thoughts.