课堂提问是一种师生互动的学习方式,是师生思想交流的重要手段。它能够实时地反映学生的思维状况和理解程度;它能激发学生的求知欲,发展学生的思维,帮助学生较快地掌握知识。这些年来听了不少的公开课、优质课和一些平常的随堂课,主要是听《自然》和《科学》的内容为多。从听课中感觉教师们的课堂提问存在这样或那样的问题和不足,因此,在这里把一些关于课堂提问的见解介绍给大家,以便共同探讨。一、课堂提问的特点从心理学的角度看,好的提问应该使学生处于以下几种心理状态: 1.有解决问题的思路和方法,但没有答案; 2.有一部分答案,但不完整; 3.虽然一时不能回答,但有回答的自信心。孔子提倡学要“不愤不启,不悱不发”,这几种心理状态正处于“愤”(要想明白而不可能)和“悱”(想说可是不能够恰当地说出来)的状态,能收到较好的教学效果。日本教育界在20世纪80年代初曾用两年时间专门开展了“什么是好的提问”的讨论。结果认为,好的提问应该具备以下特点。为以下五类。1.引发性问题。新课开始时,教师借助提问激发学生学习兴趣。例如,在教学《空气占据空间》一课时,教师拿着一个充满空气的透明塑料袋进教室,问同学们想知道这口袋里装了些什么。2.疏导性问题。这类问题是对学生不易理解的知识以及必须掌握的知识(难点与重点)进行提问。3.探究性问题。这类问题是引导学生就某些内容作深入的理解。例:既然空气中氧气的含量为五分之一左右,火柴能燃烧起来,那么,如果火柴在纯氧气的环境中的燃烧情况会怎么样呢? 4.总结性问题。让学生把前面学过的知识进行小结。5.感想性问题。让学生谈谈学习后的感想。这种分类可以和教学进程结合起来,在不同的阶段采用不同的问题,帮助学生深入地理解教学内容。教师课堂提问的问题也可以从答题的思维方式、角度分成以下六种类型。1.复述型问题。这类问题着重于字面的理解,较少思考的价值。2.演绎型问题。这类问题已经抽象出某种概念, Classroom questioning is a kind of interactive learning between teachers and students, an important means of teacher-student exchange of ideas. It can reflect students' thinking status and understanding level in real time; it can stimulate students' curiosity, develop students' thinking and help students acquire knowledge faster. Over the years, I have listened to a lot of open classes, high-quality classes and some usual on-campus classes, mostly listening to “natural” and “scientific” content. There are some problems and shortcomings in this or that from teachers' class questions during class lectures. Therefore, some opinions on class questions are introduced here for discussion. First, the characteristics of the classroom questioning From a psychological point of view, a good question should make students in the following mental states: 1. There are ways and means to solve the problem, but no answer; 2. Some answers, but incomplete; 3. Although I can not answer for a moment, I am confident in answering. Confucius advocated that “no indignity, no nonsense,” these mental states are in the “anger” (to understand and impossible) and “悱” (want to say but can not properly say it) State, can receive better teaching results. The Japanese education community devoted two years to the discussion of “what is a good question” in the early 1980s. The result is that good questions should have the following characteristics. For the following five categories. 1. Initiation problems. At the beginning of the new class, teachers help students to learn interest by asking questions. For example, during a class called “Air Space”, the teacher held a transparent plastic bag filled with air into the classroom asking students to know what was in the pocket. 2. Guidance problems. This kind of question is to ask questions that the students can not easily understand and the knowledge (difficulty and emphasis) that they have to master. 3. Inquiry questions. This type of problem is to guide students to make deep understanding of some of the content. Example: Since the content of oxygen in the air is about one fifth, the match can burn up. What happens if the match is burnt in a pure oxygen environment? 4. Conclusions. Have students summarize the knowledge they have learned before. 5 sensory problems. Let students talk about the feelings after learning. This classification can be combined with the teaching process, using different questions at different stages to help students understand the teaching content in depth. Teachers' questions in the classroom can also be divided into the following six types from the perspective of the way of thinking of answers. Repeat the problem These issues focus on literal understanding and less value in thinking. 2. deductive problem Such issues have been abstracted from a concept,