Ascertain the use of Classroom Teaching Strategies-毕业论文翻译.docVIP

Ascertain the use of Classroom Teaching Strategies A primary teaching strategy analysis questions (A) non-teaching issues 1. Ask-ended questions This type of problem is just like rhetorical questions, as it does not require students to think, the answer had been hidden in the questions being. For example, teachers may ask students: “Do you think Dong Cunrui great not great that way?”, “Spring Silkworms Could it be that such a spirit of selfless dedication we should not learn it?” ... ... This type of question is very common in classroom teaching, which is we often criticize the classroom teaching “false problem”, the students does not require complex thought can be suggested according to the tone of the teachers, casually echoing problem of the “answers.” 2. The process of problem Such issues tend to be random, which often occurs in the teaching process, is the sudden problems that occur for certain random made. For example: teachers in the interpretation of Wang Wei, “September 9, Shandong Yi brothers” This is the first poem, “Zhuyu” the meaning of the word, the thought of the corresponding language practice is to introduce the book there is an article to be inserted Melanophylla why September 9 ascend the At that time the teacher will ask: “Who brought the language workbooks that way?” “Who read the article and are willing to tell you?” and so on. 3. Regulate student behavior problems This type of question is to regulate student learning behavior, it is often in order to better organize the teaching. For example: “Now we take a look at which children sit the best?” “Which children in the casual whisper that?” From the organization teaching the practical effect of this point of view, sometimes to such a standard behavioral questions of classroom teaching is still useful. (B) The problem of teaching 1. Narrow issue of (1) to confirm problem Identified issues involved in a very narrow range, the answer is generally the only certainty