物理教学中有关提问的一些思考83527（Some thoughts on questioning in physics teaching 83527）.docVIP

物理教学中有关提问的一些思考83527（Some thoughts on questioning in physics teaching 83527） Some thoughts on questioning in physics teaching.Txt Some thoughts on asking questions in Physics Teaching Questioning in physics class is one of the necessary means to optimize classroom teaching. It is also an important part of teachers teaching art. To a proper extent questioning not only can active classroom atmosphere, stimulate students interest in learning, students knowledge, and can open the students mind to induce students to think, to develop students intelligence, adjusting the pace of students thinking, and students for the emotional two-way communication. By asking questions, we can guide students to recall, contrast, analyze, synthesize and generalize, so as to achieve the purpose of training students comprehensive quality. The following seven aspects to explore this problem. First, asking questions is the best way to feedback The language feedback information received by asking questions is more accurate, specific, immediate and concise than other forms of feedback. It can make teachers should understand students understanding and mastery, to timely regulate the teaching procedures, change teaching strategies, so that students can actively participate in teaching activities. Two, asking questions can improve the students attention If the concentration of attention, the brain is only one of the learning center of excitement, the effect of lectures is ideal. Students concentrate on questions and answers, while sometimes rambling when listening. Teachers rely on static stresses, maintain classroom discipline to ensure students attention is not up to the requirements, and should be based on the teaching content to attract students, with a gradual, from the shallower to the deeper question mark to attract the attention of students, hold the students thinking hands to stimulate interest in learning, with learning motivation. So as to receive good teaching effect. Three, ask questio