First, dare to question.
(1) Create a relaxed and harmonious teaching atmosphere.
Psychologist Rogers believes that successful education depends on a sincere understanding and trust between teachers and students and a harmonious and safe classroom atmosphere. The British philosopher John Mill once said that in a depressed ideological environment, the imprisoned classroom atmosphere is unlikely to cause problems, let alone generate's creative thinking. Psychological research also shows that only in a pleasant, relaxed and open classroom atmosphere can students be enthusiastic, active in thinking and dare to ask questions. Therefore, it can be seen that creating a relaxed and harmonious teaching atmosphere is the premise for students to dare to question. Only in a relaxed and harmonious environment can students fully emancipate their personalities and open their minds. Only when students' personality is liberated and their thinking is open can they dare to question. To create such a relaxed and harmonious teaching atmosphere, first of all, we teachers are required to respect students in personality and establish an equal teacher-student relationship; Secondly, teachers should fully respect students' dominant position in the classroom, encourage students to dare to break the mindset and question authority, create a relaxed and harmonious teaching atmosphere, and let students talk more. In teaching, students are encouraged to question and debate, and allowed to make mistakes, correct and reserve opinions when questioning, thus encouraging students to discuss and communicate and express their doubts and whimsy. Cultivate students' spirit and courage of questioning.
(2) Be good at evaluation and encourage questions.
Educator Steward said: The art of teaching is not to impart knowledge, but to inspire, awaken and inspire. However, it is pointed out in the evaluation suggestion of Chinese Curriculum Standard that the evaluation of students' daily performance should focus on encouragement and praise, and try to guide them from the front with encouraging comments. More than ten years of teaching experience has also made me deeply realize that teachers' timely encouragement, praise and other positive evaluations can promote students' positive thinking. Primary school students have certain limitations in knowledge and knowledge, so the questions asked at the beginning may be simple, and they may be problems at some levels, and there is nothing wonderful to speak of. At this time, as a teacher, you can't deny students' ideas just because the questions are simple or worthless. Teachers should use encouraging evaluation language purposefully and consciously, such as you are good at thinking, your ideas are unique, and you are really good at thinking; When students' questions are more valuable, I will give them a timely evaluation: you are really eye-catching. It's amazing that you found such a secret question! Let students realize the importance and necessity of asking questions, so as to ignite the wisdom spark of students' thinking, stimulate students' desire to ask questions, and let students dare to ask questions in class and love them.
Therefore, only by creating a relaxed and harmonious teaching atmosphere, establishing an equal relationship between teachers and students, and giving encouraging evaluation in time, can students want to ask, dare to ask and be good at asking questions when they encounter problems.
Second, learn to question.
The new curriculum standard clearly writes the scientific spirit of cultivating students' courage to explore and innovate into the basic concept. Mr. Tao Xingzhi said: The starting point of inventing Qian Qian is a problem. Animals are worse than people, and they don't ask whether they are alive or not. It can be seen that the problem is the foundation of creation, and all inventions and creations are based on the problem. Therefore, Chinese teachers should not only encourage students to dare to question and be willing to question, but more importantly, teach students to be good at questioning. How can teachers let students master the methods of asking questions, be good at asking questions and ask valuable questions on the basis of daring to question? (A), closely related to the theme, causing doubts
The title of the article is also called title, title, title, etc. Modern Chinese Dictionary explains that titles refer to short sentences that express articles, works, etc. It is often said that the title of an article is the eye of the article. There are many topics in the current primary school Chinese reading textbooks that contain some very interesting or exploratory questions. If we can guide students to ask questions from the topic of the article and ask valuable questions, we can better help students understand the text and achieve the purpose of promoting reading with doubt and enlightenment with doubt.
Another example is the article "A Hundred Years of Beauty" published by People's Education Edition. When students look at the topic of "beauty over a hundred years", they can immediately ask: What is the beauty of Madame Curie over a hundred years? In what ways is this beauty manifested? With these questions, students can walk into the text soon. Under the guidance of the teacher, students will read the relevant paragraphs with emotion, and finally realize the beauty of Madame Curie and deeply understand the connotation of beauty. The beauty in the title refers not only to Madame Curie's beautiful appearance, but also to Madame Curie's beautiful heart and personality. She has made great contributions to mankind and realized her own life value.
(B), starting from the focus of the article, ask questions.
The focus of the article refers to the key content of the article or reveals the key sentences and paragraphs in the center, which is of great help to help students understand the full text. These key points have strong generality and rich ideological connotation, which are closely related to the full text and have the function of making the finishing point in the text. Asking questions at these key points can have the effect of pulling one hair and moving the whole body. For example, the first paragraph of the rich Xisha Islands dominates the whole text. Grasping this sentence for students to ask questions can lead to such thinking: where are the beautiful scenery and products of Xisha Islands? How does the author describe it? Students can solve problems by reading the text and discussing drawings by themselves, and their understanding of the text content is natural. For example, in the class of "Borrowing an Arrow from a Grass Boat", students, while studying Zhou Yu, lamented:' Zhuge Liang is clever in planning, I really can't compare with him!' There is a student's suggestion in this sentence: ① Zhuge Liang dares to borrow a straw boat to shoot arrows. What did he do right? ② What kind of person is Zhuge Liang from clever calculation? These two questions have fully stimulated students' imagination, so I strike while the iron is hot and let students discuss and exchange the full text. Let the students have a spark of generate's wisdom in discussion and communication.
I remember when teaching Geng Ying's A Scared Bird, a teacher said: It flies very slowly, and its sound is tragic. Flying slowly, because it was injured by an arrow, the wound has not healed, and it is still in pain, screaming in pain, because it left its companion, lonely and unsociable, and can't get help. As soon as it heard the string ring, it was very scared and flew high. As soon as it tried hard, the wound opened again and it fell down. Because this passage is the difficulty and focus of text teaching. Teachers create situations and guide students to ask questions: What does Lei Geng see? What did Lei Geng hear? What did he think of? What does he think? With these questions, students carefully read, discuss, practice oral English and understanding, and then compare the reading before and after. Students understand the text, but also know the characteristics of Lei Geng who is good at observation and expression. (C), the content of the article is contradictory, causing suspicion.
In our current primary school Chinese textbooks, many reading texts use the dialectics of unity of opposites to express ideas and highlight the characteristics of people and things. In these texts, some contents seem to be self-contradictory, but this is actually the focus of the author's attention. If we can find and grasp the contradictions in these texts in classroom teaching and guide students to raise questions in these contradictions, it will play a great role in helping students understand the ins and outs of things in the texts. It can stimulate students' reading desire and inquiry desire, make students understand the text more deeply and thoroughly in reading practice, and comprehensively improve students' Chinese literacy.
For example, there is a saying in the article Ten Miles from the Prime Minister: An old woman with silver hair, leaning on a cane and leaning against a locust tree, is waiting anxiously and patiently. Anxiety and patience are contradictory antonyms in this article. Anxiety reflects grandma's desire to see Premier Zhou's hearse as soon as possible, and patience shows grandma's determination to wait until the hearse. How do students understand the author's writing intention? I ask the students to read this passage carefully and guide them to ask questions: anxiety is anxiety, patience is no hurry, why is grandma anxious? Why wait patiently? Aren't anxiety and patience contradictory? What do these two words mean when they appear in the same sentence? Under my guidance and inspiration, the students finally understood the author's writing purpose through discussion and exchange.
Another example is the ending sentence of the lesson "Golden Hook". On this hook covered with red rust, there is a bright golden light flashing. . In reality, the fishhook is covered with red rust, so it can't shine with golden light. This is a contradictory statement. In this contradiction, it questioned and led the old student monitor to save three soldiers with this hook, but he understood its connotation because of the glorious sacrifice of hunger and fatigue, which made the tall image of the old monitor, the protagonist of the story, shine brightly. (four), the use of blank text, arouse suspicion.
Everything without painting is a beautiful place. Paying attention to blank space is a common feature of many texts. What is blank? According to Shang's book The Art of Individualized Classroom Teaching of Chinese in Primary Schools, the so-called "blank" means deliberately leaving some blank contents in the teaching materials, or simply writing with "blank". There are gaps in the texts in primary school textbooks, which are generally as follows: a, leaving gaps in the psychological activities of characters; B, set suspense at the end of the story; C, setting ellipsis in character dialogue; Jump between events. These gaps, suspense, omissions and jumps are just waiting for readers to fill them with their imagination. If teachers can guide students to find these gaps and question them in teaching, they can summon students to imagine the undecided implication space. Enable students to realize personalized understanding of the meaning of the text.
For example, this sentence in the text "Crow Drinking Water" in the second volume of the Chinese language of the Soviet Education Edition: The crow saw many pebbles around him and finally thought of a way. The teacher used this sentence, and the crow saw that there were many pebbles beside him, so he came up with a way to read this sentence in contrast and guide and inspire students to question in time. Under the guidance of the teacher, a child raised his little hand and asked: Why did the crow finally figure out a way? It was a stone that stirred up a thousand waves, and the children immediately expressed their views. The crow didn't think of a solution at once, but thought for a long time. The crow thought of many ways, one way didn't work, the other way. He has been thinking hard and thinking seriously. The teacher immediately added fuel to the fire: Yes, it's not easy! Children, if you were the thirsty crow and looked at the pebbles beside you, what would you think of? This problem fully expands students' thinking space, and at the same time enables students to realize their personalized understanding of the meaning of the text.
We can leave blank in class by arranging exercises, stimulate students' reading expectation psychology, guide them to find relevant materials, and cultivate their habit and ability to acquire knowledge actively. When teaching Lin's article "Go at Hong", I skillfully used the way of arranging exercises in class, leaving a blank: Will Hong come back for revenge after leaving? Why was Lin Chong forced to rebel? What other stories do you want to know about Liangshan 108 heroes? By leaving blank space to arouse students' strong thirst for knowledge and expand students' reading space, students are recommended to read Water Margin. This kind of blank space after class creates a platform for students to study independently and exert their imagination.
Third, willing to question.
People who know are not as good as good people, and good people are not as good as people who are willing to know. Cognitive psychology research shows that positive emotional experience can make students have a positive impact on learning. If teachers can give students timely encouragement and praise in every query, so that students can feel success from the query and feel the joy of success from the query, then students' confidence in the query can be established. Let every student often question, and at the same time extend questioning from classroom to extracurricular, from extracurricular to life practice, and gradually develop a good habit of being willing to question. Get into the habit of being suspicious.
In short, in Chinese teaching in primary schools, teachers should create a relaxed and harmonious teaching atmosphere, establish an equal relationship between teachers and students, give timely and encouraging evaluations, and encourage students to dare to question, be good at questioning and be willing to question. Let the flowers of doubt bloom in the hearts of students.