How to stimulate students interest in learning in questioning

It can be used in the form of rhetorical questions to stimulate students to think and ask questions, and then go through the "teacher to answer" one by one until the final clear answer comes out.

The first thing to do is to get students interested in the question. There was a certain challenge for him.

When he solves this problem, encourage and praise him.

Secondly, you can also play in groups to solve problems.

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 the requirements of learning and marketing.

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 Liangdouqin 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 ask 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 finish the problems, the teacher should make an objective evaluation in a timely manner, affirm the correct part, correct the wrong part, and summarize and summarize the situation of the student's problem in a timely manner, so as to make the problem have a clear conclusion and let the student understand the shortcomings of his learning in time.

1. Thinking begins with questions and surprises. —Aristotle.

2. Asking questions is more important than solving them. - Albert Einstein.

3. Those who are inquisitive only become fools of five points; He who is ashamed to ask questions will be a fool all his life. - Unknown name of the bridge.

4. The problem is the midwife, who assists in the birth of new ideas. - Socrates.

6. Question, not dismantle the question, "a real singer can sing the silence in people's hearts". — Chai Jing.

5. In the depths of people's hearts, there is a deep-rooted need, which is to hope that they are a discoverer, a researcher, and an explorer. In the spiritual world of children, this need is particularly strong. - Sukhomlinsky.

6. Questioning is the first step towards philosophy. —Diderot.

7. If you don't doubt, you can't see the truth. - Li Siguang.

8. Those who don't ask will always be with ignorance. - East Africa.

9. Questioning customs from all sides is the inevitable stage of development of every person with a high level of thinking. —Emerson.

10. The key to all science is undoubtedly the question mark. - Balzac.

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How to cultivate students' questioning and critical spirit.

Teachers should first change their concepts and emancipate their minds, and they should consciously train students in their daily teaching to help them develop the good habit of daring to question authority and criticize mistakes.

1. Change concepts and emancipate the mind.

Teachers should change the traditional concept that "a good student is a good student who is well-behaved and obedient", and arm their minds with the new curriculum ideas, so as to cultivate the spirit of questioning and criticism in students.

Creative students often wear four hats: mischievous, showy, self-righteous, and ambitious.

When Edison was in elementary school, he was expelled by the teacher for asking the teacher "why two plus two equals four", and Einstein was also expelled for being naughty when he was a child.

In a survey of 400 outstanding creative talents, 60 percent of them were considered to have serious problems in school as children, and only a few were considered to be excellent students.

It can be seen that the conflict between creative students and traditional educational evaluation has been going on for a long time, so only by changing their concepts and emancipating their minds can teachers be calm, tolerant and kind to students' questioning and criticism, and can they create a safe, free, questioning, and critical space for students.

In teaching practice, teachers should not regard students' respect for themselves as complete obedience, but should always encourage students to think independently, not to copy the teacher's point of view completely, not to follow the old ways, and to stick to the old rules. Encourage students to dare to doubt the existing answers, put forward their own opinions, and form their own way of thinking of judging, discovering and solving problems; Encourage students to look at everything around them with a critical eye, and question the opinions of others, teachers, or books to raise questions, so as to cultivate students' spirit of questioning and criticism. Over time, students will.

The first saint Confucius. It is pointed out that "those who know are not as good as those who are good, and those who are good are not as good as those who are happy", highlighting the importance of interest in learning.

Interest in learning is the intrinsic force that drives students' curiosity and is essential for students' learning. Excellent teachers pay special attention to stimulating students' interest in learning.

In practice, for students' interest in learning, teachers should focus on guidance and stimulation, rather than on satisfaction and compromise.

Some teachers mistakenly think that to stimulate students' interest in learning, or to make students fall in love with the class and school, they should give them what they like, give them what they like or repeatedly accommodate, do whatever they like, and do what students are interested in, which is not right. Question: Students' favorite cartoons and video games are the most.

They love the glory of kings.

Love Peppa Pig.

I like to go crazy on the playground, can we lead our children to play games, watch animations, and play crazy every day? We can't be interested for the sake of the student's interest, that's not to stimulate interest.

In the face of boring text expressions such as pinyin, arithmetic, and writing, to stimulate students' interest in learning, they should look for it in the knowledge itself, in the teaching method, and in the teacher themselves.

Children treat everything on the premise of interest, he is willing to do what he is interested in, and he is not even willing to look at things that he is not interested in. If the child himself says, "I'm not interested in learning", then his learning will not be effective; And if we can stimulate children's interest in learning, then they will no longer rely on our urging and supervision, and they will be able to take the initiative to learn on their own.

In fact, this is a question of learning efficiency. If you are interested in the same knowledge, you may only need to learn it in an hour, but if you hate it, you may not learn it in a week.

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