目录
题目．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．1 摘要．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 1 关键词．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．1 1前言．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 2 2.日常教学中课堂提问的功能．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．2 2.1组织教学功能．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．2 2.2敦促功能．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．3 2.3激励学生参与功能．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．3 2.4授课功能．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．4 2.5反馈功能．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．4 2.6总结功能．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．5 2．7 巩固、强化功能．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 6 3.日常教学中课堂提“问”的原则．．．．．．．．．．．．．．．．．．．．．．．．．．．．6 3.1启发性原则．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 6 3.2 趣味性原则．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．7 3.3循序渐进原则．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．7 3.4主体性原则．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．7
3.5期待性原则．．．．．．．．．．．．．．．．.．．．．..．．．．．．．．．．．．．．．．．．．．8
4. 日常教学中课堂提问的艺术．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．． 8 4.1抓住契机提问题，引导学生积极思考．．．．．．．．．．．．．．．．．．．．．．．8 4.2 巧设疑难，激发情趣．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．9 4.3 注重提问的层次和角度，培养学生的纵向思维和发散性思维．．．9
4.4注重答问点评．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．9
5.结束语．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．10 参考文献．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．11 致谢．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．12
小学语文课堂教学中的提问艺术
王兰汉语言文学 2014级
摘要：小学语文是一门基础学科，语文知识掌握得好坏，将影响其今后的学习和发展。课堂教学提问具有激发学生思维、调控教学过程、活跃课堂气氛、锻炼学生表现能力、增进师生交流、提供教学反馈信息等多种教学功能。课堂提问还是进行课堂反馈的一个重要手段，更是一种教学艺术。它能加快把知识转化为素质能力训练的进程，是引导学生积极思考，保证和提高教学质量的有效途径。因此，课堂提问要讲求艺术性，只有艺术化的课堂提问，才可点燃学生思维的火花，激发他们的探索欲望，并有意识地为他们发现疑难、解决问题提供桥梁和阶梯，使他们一步步登上知识的高峰。要充分意识到提问的艺术，反映出一个教师的教学功力和教学机智,需要专门深入研究。本文从实践的角度简要地发表几点不成熟的看法，就小学语文课堂教学中的提问艺术进行了简析。
关键词：课堂教学；原则；提问艺术
Abstract：Primary school Chinese is a basic subject, Chinese knowledge is good or bad, will affect their future study and development. Asking questions in classroom teaching is to stimulate students' thinking, regulate the teaching process, the active classroom atmosphere, training students' ability, enhance communication between teachers and students and provide feedback of teaching information and so on many kinds of teaching functions. Classroom questioning is an important means of classroom feedback, but also a kind of teaching art. It can accelerate the knowledge into the process of training, guide students to think actively, guarantee and effective way to improve the teaching quality. Therefore, classroom questioning should emphasis on art, only art classroom questioning before lit the spark of the students thinking, stimulate their desire to explore, and more as they find difficult, to solve the problem with bridges and ladders, making them a stepped on the knowledge of the peak. To be fully aware of the art of questioning, reflects a teacher's teaching skill and teaching tact, the need for specialized research.
