How to improve the quality of classroom teaching through clever questioning

Elaborate question content The so-called "one minute on stage, ten years off the stage." "Teachers need to do a lot of preparation before class, the most important thing is to prepare for the lesson. If a teacher wants to teach a good lesson, he or she must be a good facilitator.

How can teachers be good "facilitators", question design is very important.

1. Properly grasp the difficulty of the problem. Psychology believes that the core of learning activities is the activity of thinking, and thinking is the internal vitality of an individual. Classroom teaching can only be effective and achieve the best teaching effect only by activating the internal vitality of students, from simple to gradually complex.

Therefore, when setting up the questions, we should take into account the "nearest development zone" of students, so that students can "jump, pick peaches and celebrate vertically". Only when the difficulty of the problem is reasonable, can the student's interest and potential be fully stimulated.

2. Grasp the breadth and depth of the problem. The content of the teaching materials of the ideological and moral character course covers a wide range of complex topics, so the teacher's classroom questions should not only be focused, but also flexibly grasped, and strive to avoid digging Qinqin in all aspects. While paying attention to breadth, it is important to pay attention to the depth of excavation.

In this way, students can understand the problem deeply and thoroughly, and comprehend it deeply.

3. Grasp the strategy of questioning and ensure the effectiveness of questioningIn the practice of ideological and moral classroom teaching, questioning is a means to promote the teaching process and achieve the teaching goal.

There are four key points to pay attention to in order to improve the questioning and answering skills in classroom teaching.

1. Dole, a well-known postmodernist curriculum scholar, believes that curriculum is generated in the dialogue between teachers and students. Teachers' witty language responses and challenging question scenarios are the key to high-quality teacher-student interaction, so it is necessary to carefully design each question to promote "deep thinking" and effectively improve the effectiveness of questioning.

2. Avoid abstract and general questions. For example, in primary school teaching activities, such as: "How many sections can this piece be divided into?" "How many beats is this?" ”

3. Avoid asking too many and too long questions. In the teaching process, the teacher's questions should not be too long, otherwise the children will not be able to remember, let alone know what to do.

4. Avoid asking questions and answering them too shortly. That is, after asking questions, students should be given a certain amount of time to think and wait for answers, and they should not be in a hurry. This is often an issue that is easily overlooked in our teaching.

In group teaching, some teachers, in order to rush to the next link, do not give students any time to think, and immediately ask for an answer after asking a question to tease. If the question is difficult and the student does not have enough time to think, the first student will find a random answer to deal with it, and the next one will often be sold.

Fifth, there is a "sequence" in questioning, that is, there should be a gradient in questioning, from the surface to the inside, from the shallow to the deep, and constantly lead students' thinking to depth. This not only requires teachers to be able to closely follow the teaching objectives and teaching content, but also to fully understand the actual situation of the students in the class, carefully design, and repeatedly scrutinize to achieve. Effective questioning should be done with a goal in mind, ask questions at the key points, key points, and thinking turns, and establish a "hierarchical" scaffold to solve problems to help students move up the ladder.