On the design of the question.docVIP

On the design of the question Classrooms advocate for students to create some problem situations, students by addressing the problem, improve the comprehensive ability, problem situations create the need to carefully design the questions as a prerequisite, this prerequisite is to ask questions the essentials and skill paper address this issue, elaborated how to ask questions is the precise and appropriate. As we all know, teaching method, but is not fixed, the choice of teaching methods is determined by the characteristics of the teaching contents and students’ mental activity. Educational psychology: “to the students raised a topic that is a problem situation, it alone can not use to solve some knowledge and habits, which aroused the enthusiasm and curiosity of the students’ thinking. “Clearly, well-designed classroom questions, creation of problem situations is to improve classroom efficiency. Found from lectures, often some math teachers do not ask questions or to ask questions not just right, and this situation is summed up in roughly divided into three types: one is worthless questions such questions, from the formal point of view, between teachers and students ask A, more active classroom atmosphere, but in reality not much inspiration. alternative traction questions, such questions, students passively teachers designed ways to think, hinder students’ divergent thinking, imprison the intellectual development of students and the spirit of exploration. again unrealistic questioning. This question is often difficult, from the students’ level of awareness, students prohibitive baffled result Kai without hair, have no patience dampen the enthusiasm of the students. These are teachers not to seriously study students’ mental activity features, there is no estimate how the effect of such questions, resulting in students thinking activity was dampened in order to ask questions in class to be able to produce the maximum effect, we must first understand t