How can I improve the situation of students asking repetitive questions in the classroom?

Teach your own class seriously, and strive to make your class very detailed and thorough, so that they have no questions. If there are no doubts, they will naturally not ask too many questions, and they will not repeat the problematic situation.

At this time, the best way is to use a difficult question and ask the student to come up with it for you at once. Or you can come up with very strong arguments to convince the student, otherwise the student feels that his problem is not solved, and he will keep asking.

If you want to improve the situation of students repeating questions in the classroom, then you can have a good idea and explain the knowledge and topics clearly, so that they will not ask repeatedly.

In order to improve the situation of repeated questions in the classroom, first the teacher must ask each student, and then the students must actively ask questions, and can take the initiative to ask questions.

In class, if you want to improve the questions that students ask repeatedly, you can write them on the blackboard so that students can see them more clearly, and then you can tell them about the existence of these problems.

You have to explain all the principles and reasons and some explanations yourself, so that students don't ask this kind of question again.

If a classmate asks you some questions repeatedly, then it proves that he has doubts about this matter, and you, as a teacher, should also make certain changes for them, and you also need to change your teaching style.

In the classroom, it is easy to improve the kind of questions that students ask repeatedly, and you can ask questions by drawing inferences from others, or by playing cards.

The classroom is the main front of teaching, and only when the classroom atmosphere is good can the students' learning atmosphere be good and the students' grades can be guaranteed. Classroom questioning is the most effective way to test students' learning, and classroom questioning is also a very important teaching form in teaching activities, so how can we do it effectively? I believe that effective questioning requires the following two things.

First, classroom questioning is a very important form of teaching in teaching activities, and effective questioning should be done in the place where students' thinking diverges. The classroom is a place where the teacher directly faces the students, and the teacher is faced with all kinds of students who have thoughts and warmth, and they will raise all kinds of strange and strange round-robin problems, and teachers should make full use of educational wit. Classroom questioning is the most direct way to test students' learning results, and to do effective questioning, it should be asked at the divergence of students' thinking, so that teachers can get a variety of answers, in order to stimulate students' interest in learning, and can also teach students to draw inferences.

Second, classroom questioning is a very important form of teaching in teaching activities, and effective questioning should be asked when students are puzzled. When the teacher throws out a question in the classroom, the student is puzzled, the teacher can ask questions in a timely manner, because at this time the student lacks only a point, the question at this time can make the student suddenly, impressed, so the effective topic should be asked when the student is puzzled. As a teacher, you should know exactly when asking questions will benefit your students' development and the smooth running of the classroom, and you should make full use of the feedback that comes with asking questions, so that each student can develop fully.

To sum up, classroom questioning is a very important teaching form in the teaching activities of Latong Hood, and effective classroom questioning needs to achieve the above two points.

The principle of pertinence and scientificity.

The so-called principle of "pertinence" means that teachers should have a clear purpose and intrinsic intention in asking questions, not asking questions for the sake of asking questions, and engage in formalism.

The purpose of the questions is to guide students to observe, or to help students understand concepts and definitions, to help students clarify the ideas of the text, to recognize the characteristics of the writing of the article, to enable students to acquire new knowledge, or to consolidate old knowledge, and so on.

Each question should have a clear purpose and not be asked aimlessly.

Teachers should be good at creating good problem situations, stimulating students' interest and thinking, cultivating students' potential, and improving the effectiveness of classroom questions. "Interest is the best teacher. "Learning interest is the most active motivation in learning.

Only when the interest of students is truly stimulated, can it stimulate students' thinking to think, make students question, and seek because of doubts, and finally realize students' independent learning.

Classroom questioning is one of the most important aspects of teaching. It is necessary to actively cooperate with students and let them think in their learning.

Classroom questions are carefully designed by the teacher.

I saw the wonderful questions from the teacher in the open class, which were all designed when I was preparing for the class in the early stage. Clever and reasonable questions, preset answers in advance, can make teachers comfortable in the classroom. In class, it is difficult to ask effective questions.

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Ask questions that are open to all students and focus on each student.

Every class has students who respond quickly, and after the teacher asks a question, he or she should wait a little and not rush to ask some of the students who respond quickly. It is necessary to give all students a certain amount of time to think, so as to truly pay attention to each student.

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Questions in class should be simple and gradual.

If you ask the question at the beginning, the student will not be able to respond at all, so you should judge the student's ability correctly. At first, you can ask some questions "is it okay" and "okay", and then gradually ask "what's good" and "what is a good method".

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Pay attention to the timing of your questions in class.

Choosing the right time to ask questions can stimulate students' interest in learning to the greatest extent and get twice the result with half the effort.

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Convert the questions asked in a timely manner.

If the class is not going as you originally intended, then you need to adjust the content of your questions in time to make the class go on effectively.

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Further questions are asked about the student's questions.

Sometimes some students will take the initiative to ask some questions, and after the teacher answers, he can follow up on the student's question and ask a deeper question, so that the student can jump and get it, which can improve the student's interest in learning and improve the effectiveness of the classroom question.

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