The N experience of classroom questioning and question design?

Dry goods: classroom questioning and problem design N experience (internal training materials)

Traditional classroom and independent, cooperative, inquiry of the new classroom, can not bypass the problem of design and answer the topic, this special collection of experts and scholars on the issue of the relevant understanding of the 22, for sharing and learning.

A heuristic classroom

1, the problem statement should be standardized, strict, common, can not let the students do not know or ambiguity;

2, each lesson to have the main problem, the problem should be interrelated, can be strung into a string, the formation of a chain-like structure;

3, can not be evolved from the original classroom full of irrigation into a full of questions; can not be asked from the verbal question to become a written question;

3, can not be asked from the original full of questions; can not be asked from the verbal question to become a written question now. Written questions;

4, after the question should be at least one minute Hou answer distance, so that students have to think, combing the answer time; 5, can not be called students and then ask the question, and can not answer the question as a means of corporal punishment of students or out of the students;

6, before the class, in the class, after the class questioning focus should focus on: before the class to stimulate the interest of the class, the class in the deep understanding of the inquiry, after the class summary

7, the teacher should be less straight questioning, more use of "curved questions", follow-up questions;

8, grasp the question design skills: change straight question for curved questions; the smooth question for the inverse question; change the scattered question for the gathering of the question; change the dignified question for the question of the witty; change the closed question for the open question; change the unity of the question for the question of the hierarchy; change the question of what? Ask for the "why, how" question; change a single question for the synthesis of the question; change the subject of the question for the interdisciplinary integration of the question.

9, mastering the design of the follow-up question cross: false, example, than, for, in addition to, can, think, group, why, class. False is to "if ......" way to ask; example is to let students give new examples; than is to let students compare the similarities and differences between the two concepts or problems; for is to let the child think of what can be replaced; in addition to is to let students think of "in addition to .... ... what else"; can is to ask students how it might be; think, let the children imagine a variety of situations; group, the combination of different elements together how; Ho, is the six Ho: why, who, when, where, what, how; class, let the children analogous to a variety of problems.

10, the teacher should try to avoid the question "is not", "right or wrong" or the book has a ready-made answers and other students can answer the low-level questions without thinking;

11, the students to answer the question can not let the students according to the textbook Read, let students learn to organize their own language, and language to standardize;

12, students answering the question when the shell or heart to understand but do not express clearly, the teacher should be guided, prompted, summed up;

13, classroom questioning to adhere to the potential students to answer, middle students to add, superior students to summarize the procedure in order;

14, the teacher should pay attention to let the students to bravely stand up to the front, the decent Sit down;

15, to gradually cultivate students' awareness of the problem, try to let students take the initiative to ask questions, to let the "ball of the problem" passed between students, teachers can not be the only shooter;

16, the teacher should be in the students' self-feeling no doubt that when the new suspicion, so that students have a clear understanding of the feeling;

16, the teacher should be in the student self-feeling no doubt, so that the students have a clear understanding of the Feelings;

17, the end of the classroom can not let the students out of the classroom with a period, to be on the students out of the classroom with a hello.

18, classroom speeches, who is invited, who is not invited; who is invited first, who is invited, is not an uncommon thing, which is related to the efficiency of teaching and students to participate in the enthusiasm. Who is invited to speak should be decided on a case-by-case basis. If you want to encourage more students to speak and motivate them to participate, invite those who are not active speakers. If you want to stimulate a clash of ideas and push the issue deeper, invite those who are clearly dissenting by their demeanor. If the teacher wants to judge the effectiveness of the presentation, he or she may choose intermediate-level students to speak. Those students who have a request to speak but are too shy to raise their hands are usually introverted and more reserved, and teachers should give them more opportunities to speak. If many students raise their hands, generally abide by the principle of two priorities: the priority of the fewer number of speeches, the priority of the first to raise their hands, and explain this principle to the students. This is conducive to maintaining the enthusiasm of students to participate in the enthusiasm is high, speak more students, thinking is alive, thinking is wide.

Second, independent, cooperative, inquiry of the new classroom

1, change the teacher to ask questions to inspire students to think for students to raise their own questions, to solve the problem of "let learning take the initiative to happen". Teachers change the organization of the problem to promote the cultivation of students to construct their own problem system, to solve the problem of "let the depth of learning happen". The teacher asked the question to train students to ask each other questions, self-questioning, to solve the problem of "let the learning continue to happen".

2, the design of the three levels of inquiry questions: the problem is presented in the form of the teacher to design the problem, provide methods to guide students to think about the answer; the teacher to design the main problem, the students to discuss the method to find their own answers; the teacher to create a situation, the students to raise their own questions, their own methods to find their own answers to the inquiry. The degree of cooperative inquiry is gradually increasing.

3, the study of the problem to pay more attention to real life, real scenarios in the problem; more attention to the need for abstraction, generalization, modeling and then to solve the problem. Classroom problems to gradually reduce the teacher's preset problems, consciously increase the student interest, their own problems. The classroom should reduce the closed, fixed-answer questions and increase the open-ended, multiple-answer questions. Classroom to reduce the excessive fragmentation of the "thin" questions, integration or design of systematic, trunk "fat" questions. In the classroom penetrate the "raise the question is more valuable than a single solution" awareness of the question; must let the children out of the classroom with higher-level questions. Conditional can put forward interdisciplinary integration of research problems.

4, the main problem is to lock the teaching key and difficult core issues, is the deep classroom thinking trigger. The main problem design four strategies: 1): deep analysis of teaching priorities and difficulties, designed to hide the thinking of the trap point or knowledge of the mixed point of the ambiguity of the problem, the goal of direct reference to the rigorous quality of student thinking training. 2): deep analysis of teaching priorities and difficulties, the design of the design of a point that can lead to a different thinking results or different ways of thinking of the open-ended problem, the goal of direct reference to the divergent quality of student thinking training. 3): the main issue is to lock the core of the problem of teaching priorities and difficulties, is a deep classroom thinking. Deeply analyze the teaching key and difficult points, design with cognitive conflict or logical contradiction of irrational problems, the goal directly refers to the critical quality of student thinking training. 4): Deeply analyze the teaching key and difficult points, design in the logical clues interlocking, layer by layer progressive serial problems, the goal directly refers to the profound quality of student thinking training.

5, problem relevance. Problems should include basic questions (through independent reading of the textbook can answer), thinking about the problem (through the group mutual aid can recognize, understand), exploratory questions (through group learning and teacher-student interaction can be a basic solution) and other different levels. Suitable for students to learn individual questions should be able to "chain", not only ask "what", but also ask "how"; suitable for intergroup display of the problem should be able to become "set", interlocking, interlocking, interlocking, interlocking, interlocking, interlocking, interlocking, interlocking. The questions suitable for intergroup display should be able to become a "set", interlacing and complementing each other, not only asking "why", but also asking "how"; the final class **** enjoy the questions and results should be able to become a "network", in the On the basis of "what", "how", "why", "how", follow up with "by what". "By what", reflecting the nature of the problem of learning, migration and creativity characteristics.

6, pay attention to the proportion of classroom question types and answer (response) effectiveness. Management or interest in questioning, memorization or simple imitation, reasoning (understanding, application, analysis, synthesis), creative or evaluative questioning type ratio; no reason to answer or invalid reason to answer, the default student's answer or superficial praise of the students, change the question to ask other students or adjust the question, the student's answer to the substantive evaluation, follow up or modify the perfect teacher to the classroom questioning of the reasoning of the answer to the way the efficacy.

7, the quality of the question design: question difficulty, gradient, density, angle. Question structure and question variations; question domains and brackets, stepping stones, and so on.

8, classroom questioning four types: First, students ask students. Students ask students more on the original question of the answer, conclusion or solution to the original question in doubt, the holder of the question, or in the process of cooperation and mutual assistance, "by asking each other to recognize their own problems", the main significance of learning is to continue to explore and mutual enlightenment. Secondly, students ask themselves questions, such as "How did I find out about this problem? Is my plan clear, what do I do next, and how can I do it better? For this task, what are the conditions needed to accomplish the goal? Reflect on the process, methods and steps you took to solve the problem, and compare them with others to see if they are reasonable, and if there is anything that needs to be improved, etc.". The meaning of students asking themselves is more of self-reflection, monitoring and regulation of learning, which is a kind of metacognitive ability. Thirdly, when students ask teachers, sometimes they are pursuing further and asking for advice, and sometimes they are questioning. Whether asking for advice or questioning, the cognitive level of students pursuing teachers usually reaches a higher level. Fourth, the teacher pursues the student, and in this process, we never exclude the role of the teacher as the most leading questioner. Teachers as excellent problem-based learners, as the value of the pursuer on the one hand, through the teacher's questioning the children's learning and thinking into the depths, on the other hand, the role of the teaching also lies in the "incubation" out of the student's questioning. For problem-based learning, there is one kind of questioning for a specific problem, another kind of questioning for the core problem, and another kind of questioning for the answers, conclusions and methods of problem solving. In addition, we can also guide students to consciously ask themselves what to learn? How do they learn? What will happen after learning? The former is for the learning content of thinking, the middle is for the learning process and method of reflection, the latter is for the value of learning judgment.

9, increase the problem and problem categorization optimization link. Allow students to experience the real extraction of effective information, abstraction, modeling project learning; so that students learn to categorize the problem, merge, and be able to identify the core problem, the main problem.

(This article refers to, cited many experts off point, the source is not specified, so only for internal communication and sharing)